THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


PITMANIC 
SHORTHAND 
INSTRUCTOR 


BY 


CHARLES   T.  PLATT 


NEW  YORK  CINCINNATI  CHICAGO 

AMERICAN  BOOK   COMPANY 


COPYRIGHT  1902 

BY 
AMERICAN  BOOK  COMPANY. 


w.  p.  4 


CONTENTS. 

CHAPTER  PAGE 

I.      Phonetic  Introduction 1 

II.     General  plan  of  phonographic  representation 9 

in.  Consonants — stem  signs  and  their  combinations  into  'word- 
outlines  ;  scientific  guide  to  angular  and  non-angular 
joining  of  stems ;  evolution  of  derivatives  from  primitive 
forms ;  how  to  study 11 

IV.  Vowels — vowel  influence  on  consonant-stem  position  with 
reference  to  line ;  rational  treatment  of  sounds  provided 
with  various  expressions — 1,  r,  sh,  the  aspirate,  and  mp 
ormb;  sentences  for  practise .  .  .  27 

v.      Introductory  list  of  word-signs ;   occasion  for  them  and  plan 

of  construction;   evolution  of  derivatives 56 

VI.      Phrasing;   compound  words;   prefixes  and  suffixes;  sentence 

practise 03 

VII.      The  rationale  of  stem-modification  ;   introduction  to  the  plan 

of  the  remaining  chapters 74 

vm.      Circles  and  loops  for  S,   Z,  ses,  st,  and  str;   mission  of  the 

"ed"-tick  and  N-curl;  sentences  and  letters  for  practise       76 

ix.  Coalescent  W  and  Y  sounds  represented  by  semicircles;  sen- 
tences and  letters  for  practise 101 

x.  Halving  of  strokes  to  add  T  or  D  sounds ;  guide  to  expres- 
sion of  the  "ed"  and  "est"  syllables;  tabular  presen- 
tation of  the  halving  principle ;  sentence  and  letter  prac- 
tise   • 118 

xi.  Initial  hooks  for  coalescing  L  and  R  ;  contrasting  and  com- 
parative table  of  L  and  R-hook  signs;  scientific  guide  to 
the  use  of  the  various  expression  of  L  and  R  ;  intervocal- 

ization  ;   sentence  and  letter  practise 144 

XII.  Lengthening  of  curved  stems  to  add  "  tr,"  "  thr,"  and  "pr" 
syllables  ;  special  utility  of  lengthening  for  phrasing  pur- 
poses ;  sentence  and  letter  practise 174 

iii 


448442 


CONTENTS. 

CHAPTER  PAGE 

xill.  Final  hooks  (small)  for  F,  V,  and  N  ;  special  utility  of  final 
hooks  for  the  writing  of  phrases  and  compound  words; 
sentence  and  letter  practise 187 

XIV.  Final  hooks  (large)  for  "shon"  syllables;  representation  of 
"eshn"  syllables,  when  following  a  circle  or  small  final 
hook,  by  a  small  curl ;  importance  of  preserving  analogy 
between  primitive  and  derivative  outlines  emphasized ; 

sentence  practise 214 

xv.  Resume  of  the  fundamental  points— a  generalization ;  con- 
flicting words,  how  distinguished ;  treatment  of  positive 
and  negative  words ;  method  of  writing  days  of  week, 
months,  periods  of  time,  points  of  compass,  numerals 
and  fractions ;  outlines  of  States,  cities,  and  countries  .  229 

xvi.      List  of  common  word  signs,  alphabetically  arranged ;  com- 
prehensive table  of  tick,  circle,  and  semicircle  phrases     .      247 
xvil.      Miscellaneous  phrases;    sentence   exercises  illustrating  the 

various  expressions  of  L  and  R,  and  the  aspirate   .      .     .     253 
.tvin.      General  review  of  principles  preparatory  to  beginning  mis- 

-     cellaneous  dictation 268 

XIX.      Selections  (keyed)  for  miscellaneous  practise 275 


IV 


INTRODUCTION. 

1.  This  book  is  an  instructor  in  Pitmanic  Phonography.     That  is, 
it  does  not  present  merely  a  skeleton  of  shorthand  and  depend  upon 
a    supplementary   magazine   to   furnish  the  necessary  explanations  ; 
such  a  plan  would  give  a  captivating  appearance  of  simplicity,  but  to 
that  extent  lessen  the  book's  honest  value  to  both  learner  and  teacher. 
Its  bulk  is  due  partly  to  the  abundance  of  systematic  practice  matter, 
and  partly  to  the  fact  that  it  stands  proxy  for  the  teacher  and  furnishes 
the  many  explanations  which  consume  his  time  and  sap  his  energy. 
The  book  is  so  prepared  that  almost  any  violation  of  principle  may  be 
referred  to  an  explanatory  paragraph  covering  it.     The  teacher  is  thus 
enabled  to  devote  his  attention  to  solving  those  difficulties  which  vary 
with  the   personality  of  the  individual  and  which  cannot  be  easily 
forecast  by  an  author. 

2.  Sentences  are  introduced  in  the  Vowel  lesson,  and  letters  in  the 
Circle  and  Loop  lesson — thus  early  imparting  a  practical  flavor  calcu- 
lated to  arouse  and  maintain  the  interest  of  the  learner. 

3.  Each  lesson  contains  sufficient  keyed  matter  to  thoroughly  illus- 
trate the  subject,  and  at  the  same  time  enough  unkeyed  exercises  to 
furnish  the  teacher  a  test  of  the  learner's  fitness  to  proceed  to  the  next 
stage.      (For  working  plan,  see   page  1-par.  3;  and  pages    14,  21, 
53-par.  103,  and  74-pars.  1  to  8  .) 

4.  At  the  end  of  the  book  is  presented  a  review  in  the  shape  of  an 
index  and  practise-words,  which  serves  as  a  comprehensive  test  of  the 
learner's  knowledge  of  the  principles  and  his  fitness  to  begin  miscel- 
laneous dictation. 

5.  One  plan  of  teaching  shorthand  is  to  rush  the  pupils  through 
the  principles  (it  can  be  done  in  less  than  two  weeks),  and  then  build 
the  reporting  ideas  upon  this  foundation.     Another  way  is  to  allow  the 
student  to  thoroughly  "soak"  in  the  principles  (say,  for  a  couple  of 


months)  before  beginning  to  erect  the  reporting  superstructure.  The 
author  has  tried  both  methods  during  the  past  fifteen  years,  and  his 
verdict  is  emphatically  in  favor  of  the  latter  plan  ;  the  student  reaches 
the  goal  of  proficiency  quicker  this  way  than  by  any  other.  This 
book  conforms  to  the  latter  method. 

6.  As  to  the  merits  of  Pitmanic  Shorthand,  no  argument  is  needed 
here.     That  it  is  inherently  adapted  to  meet  all  the  needs  of  verbatim 
reporting  is  being  constantly  demonstrated  in  the  business  house, 
in  the  courts,  in  the  legislatures,  and  in  congress.     And  it  has  for  its 

'exponents  some  of  the  most  brilliant  reporters  in  the  world, — such  as 
David  Wolfe  Brown,  Fred.  Ireland,  Isaac  Dement,  etc.  In  comparing 
systems,  their  practical  value  is  the  main  point  rather  than  any  small 
difference  of  time  during  the  learning  stage.  (See  "  My  Kindergarten," 
on  page  275.) 

7.  As  to  the  "  style  "  of  the  Pitmanic  Shorthand  presented  in  this 
book,  there  are  but  few  important  variations  from  orthodox  Benn  Pit- 
man forms,  and  these  result  mainly  from  the  effort  to  remove  shorthand 
from  the  realm  of  the  purely  mechanical  and  to  elevate  it  to  the  plane 
of  a  science.     The  spoken  syllable  is  the  basis  of  phonographic  repre- 
sentation, and  scientific  shorthand  makes  its  material  conform  to  this 
idea  as  far  as  rationally  possible.     Having  established  a  relationship 
between  the  spoken  syllable  and  the  shorthand  equivalent,  the  learner 
is  then  prepared  to  write  almost  any  word — a  long  word,  as  a  rule, 
being  merely  a  combination  of  syllables.     This,  with  some  slight  quali- 
fications, is  the  scientific  plan — it  matters  not  whether  you  call  it  the 
"  syllable    method,"    the    "  word   method,"   or   what   not.     If   strict 
adherence  to  rule  (which  stamps  it  as  a  science)  occasionally  imposes 
a  manual  check,  it  on  the  other  hand  gives  mental  impetus — and  a 
general  averaging  will  show  not  only  no  loss  of  speed  but  also  a  great 
gain  in  legibility  and  quickness  of  learning. 

8.  (a)  Catering  to  this  syllabic  representation  results  in  any  unus- 
ually strict  application  of  the  rules  governing  the  writing  of  R,  L,  and 
SH,  which  are  formulated  as  follows  : 

vi 


(£)  Write  downward  when  immediately  following  an  initial  vowel 
(as  in  "  ark,"  "  elm,"  etc.),  or  when  the  last  stem-consonant  and  not  fol- 
lowed by  a  vowel  sound  (as  in  "  pile,"  "  piles,"  "  piled  "  ;  "  pair," 
"  pairs,"  "  paired,"  etc.). 

(c)  Write  upward  when  the  first  sound  in  a  word  (as  in  "  rake," 
"  lame,"  etc.),  or  when  the  last  stem-consonant  and  followed  by  a  vowel 
sound  (as  in  "  pillow,"  "  pillows,"  "  pallets  ;"  "  tarry,"  "  tarries," 
"  turrets,"  etc.). 

9.  Rules  apply  to  primitives  (roots),  and  derivative  sounds  are 
built  upon  the  primative  forms  in  constructing  derivatives. 

10.  Utility  of  the  N-curl. — Un  being  a  left  motion  (involute)  curve, 
it  joins  awkwardly  with  right-motion  (evolute)  circles  in  writing  such 
words  as  "  arson,"  and  the  temptation  is  to  write  the  unsyllabic  Ru  in 
order  to  secure  the  facility  of  movement  conferred  by  the  left-motion 
circle.    To  meet  such  difficulties,  and  avoid  departures  from  the  syllabic 
idea,  the  use  of  the  N-curl  is  applied  to  the  termination  of  outlines 
(following  circles,  as  in  "  arson,"  "  mason,"  "  frozen,"  etc.).     The  same 
restriction  is  placed  upon  its  use  at  the  end  as  at  the  beginning  of  forms 
(as  in  "  enslave,"  "  unseemly,"  "  unsurmised  ").  viz. :  the  curl  is  used 
only  in  connection  with  right  circles,  never  in  connection  with  left 
circles.     This  restriction  makes  it  a  benefit,  without  tincture  of  danger. 
It  would  not  be  used  in  "insight,"  "unsafe,"  "  fas(t)en,  "reason," 
"  dozen," 

11.  (a)  Utility  of  the  "  Ed  "  Tick. — The  ordinary  treatment  of  the 
"  ed  "  syllable  (as  in  writing  "  treat-ed,"  "  sort-ed,"  "  slight-ed,"  etc.), 
either  necessitates  a  distortion  of  the  primitive  form  or  a  separation  of 
the  Du-stem.     The  Ed-tick  is  introduced  to  obviate  this  difficulty.     Its 
mission  is  solely  to  avoid  the  reconstruction  of  primitive  forms  or  the 
disjoining  of  the  Du-stem.     It  is  an  expedient,  i.  e.,  a  last  resort.     The 
following  rules  show  its  restricted  use : 

(c)  The  "  ed  "-suffix  syllable  is  added  by  halving  if  the  primitive 
form  terminates  in  a  full  length  stem  (as  in  "  wait-ed,"  "  recit-ed," 
"  exceed-ed,"  etc.) 

vii 


(<r)  The  "  ed  "  syllable  is  added  by  the  Du-stem  if  the  primitive 
terminates  in  a  half-length  to  which  the  Du-stem  can  be  legibly  joined 
(as  in  "  need-ed,"  "  separat-ed,"  "  plott-ed,"  etc.). 

(//)  The  "  ed  "  syllable  is  added  by  the  Tick  when  the  primitive 
form  terminates  in  a  loop  (as  in  "  roast-ed,"  "  jest-ed,"  etc.),  or  in 
a  half-length  with  which  the  Du-stem  does  not  join  legibly  (as  in 
"  treat-ed,"  "  sport-ed,"  "  sort-ed."  The  tick  is  to  be  preferred  in 
a  word  like  "  slight-ed."  It  may  be  written  at  any  angle ;  and,  used 
in  the  restricted  way  recommended,  does  not  seriously  conflict  with 
the  "  the  "-tick. 

12.  The  variations  from  orthodox  Benn  Pitman  forms  will  be  found 
to  hinge  mainly  upon  these  features,  coupled  with  a  restriction  in  the 
use  of  word-signs  and  contractions  for  infrequent  words,  and  a  very 
few  changes  in  word-signs. 


vni 


CHAPTER  I. 


PHONETIC  INTRODUCTION  TO  PHONOGRAPHY. 

1.  Phonography  (from  the  Greek,  meaning  "sound-writing") 
expresses  spoken  language — that  is,  the  pronunciation  of  words, 
not  their  spelling.     For  example,  the  word  "  though,"  despite  its  six 
letters,  possesses  but  two  sounds  (th-o),  and  therefore  only  two 
shorthand  signs  are  required  for  its  representation. 

2.  Phonetic  representation   requires  a  sign  for  each  sound  ; 
therefore,  as  thirty-four  distinct  sounds  are  recognized  in  English 
speech,  Phonography  provides  thirty-four  signs  for  their  expression. 
The  illogical  character  of  the  common  spelling  is  largely  due  to  the 
fact  that  the  Roman*  alphabet  provides  but  twenty-six  letters  for  the 
expression   of  these  thirty-four  sounds.     There    being   not  enough 
letters  to  go  around,  one  character  is  often  compelled  to  do  service 
for   several    different    sounds.       For   illustration,    note   the   various 
sounds    of    "a"    in  "all,"  "ark,"  "am,"  "ate,"  "fair;"  also    the 
various    sounds    represented   by    "  ough "    in    "  tough,"    "  dough " 
"  bough,"  "  hiccough  "  (hikup).    Numerous  similar  illustrations  might 
be  presented,  but  these  are  sufficient  to  demonstrate  to  the  learner 
the  uncertainty  of  our  alphabetic  letters  as  a  guide  to  pronunciation. 

3.  The  student  of  Phonography  finds  less  trouble  in  memorizing  the 
shorthand  characters  than  he  does  in  determining  the  sounds  of  words 
which  those  shorthand   signs    represent.     His    almost  unconscious 
tendency  is  to  represent  the  unphonetic  and  silent  letters  rather  than 

*  So  called  because  derived  almost  directly  from  the  Romans.  It  can,  however,  be  traced  back 
to  the  Phenicians — up  through  the  Hebrew,  Greek,  Latin  (Roman),  and  Anglo-Saxon.  It  was  not 
invented  to  express  the  phonetic  elements  of  the  English  language  ;  merely  adapted  so  as  to  indif- 
ferently answer  our  needs  ;  hence  the  incongruities  of  our  spelling. 


2 

the  sounds  of  words,  and  the  result  is  numerous  errors  and  slow  pro- 
gress. It  appeals  to  reason,  then,  that  before  beginning  the  study  of 
sound-representation,  the  learner  should  possess  some  knowledge  of 
the  phonetic  structure  of  language.  A  preparatory  consideration 
of  this  phase  of  the  subject  will  facilitate  his  mastery  of  the  practise 
of  shorthand  —  in  fact,-  this  preliminary  study  is  the  foundation  of 
practise. 

WHAT  IS  SPEECH? 

4.  Speech  is  the  product  of  expired  (exhaled)  breath.  If  the  air, 
after  being  expelled  from  the  lungs,  is  allowed  to  pass  through  the 
wind-pipe  and  the  mouth,  or  the  nose,  without  obstruction,  it  is  simply 
breath.     But  if  the  breath  is  obstructed  by  the  vocal  chords  or 
by  the  partially-closed  mouth,  various  sounds  are  produced,  and 
speech  is  the  result  of  associating  ideas  with  those  sounds  and  their 
combinations. 

HOW  ARE  THE  SOUNDS  OF  A  WORD  DETERMINED? 

5.  The  various  sounds  of  a  word  are  determined  by  pronouncing 
the  word  so  slowly  that  the  ear  can  detect  each  individual  sound. 
This  is  styled    'analysis" — separation  of  the  component  parts.     In 
the  following  illustrations  of  sound-analysis,  the  hyphen  indicates  the 
sound-division :       Dough,    d-ough ;    ode,    o-de ;    each,    ea-ch  ;    etch, 
e-tch ;  egg,  e-gg  ;  age,  a-ge ;  ice,  i-ce ;  sigh,  s-igh  ;  etc.     Practise  on 
separating  the  sounds  of  these  words  (disregarding  all  silent  letters), 
and  then  reuniting  the  sounds  to  again  form  the  words,  until  the 
operation  is  well  understood.     Note  that  "  tch  "  in  such  words  as 
"etch,"  "catch,"    etc.,   have   the   same    sound  as  "  ch "    in     each. 
Caution. — Do  not  name  the  letters ;  utter  only  the  sounds  which  the 
letters  represent  in  the  word. 

WHAT  ARE  THE  GENERAL  DIVISIONS  OF  SOUNDS? 

6.  English  speech  is  divided   into  two   general   divisions  of 
'     sounds — consonants  and  vowels. 


WHAT  IS  A  VOWEL  SOUND? 

7.  If  the  exhaled  breath  is  obstructed  by  the  vocal  .chords 
(which  are  located  at  the  upper  extremity  of  the  windpipe),  it  becomes 
sounding;  and  such  sounds,  when  allowed  to  pass  on  out  through 
the  open  mouth  without  further  obstruction,  are  styled    "vocals,"  or 
"  vowels."     The  vowels  are  the  musical  sounds,  which  accounts 
for  vocalists  slighting  consonants  and  singing  with  the  mouth  more 
or  less  open.     Disregarding  fine  distinctions,  twelve  elementary 
vowel  sounds  are  recognized  in  Phonography.     These  are  indi- 
cated by  the  italicized  letters  in  the  following  words,  which  present 
the  vowel  sounds  in  the  same  relative  order  as  shown  in  the  vowel 
scale  in  Plate  6 :  Eat,  Ate,  Ah,  A\\,  Ode,  Ooze,  7t,  £bb,  At,   Odd, 
Up,  ~Foot.     Analyze  these  words  as  directed  in  paragraph  5. 

WHAT  IS  A  CONSONANT  SOUND? 

8.  If  the  exhaled  breath,  after  entering  the  mouth  cavity,  is  ob- 
structed by  the  Palate,  Tongue,  Teeth,   or  Lips,  the   sounds  styled 
consonants  are  produced.     Phonography  recognizes  twenty-one 
consonant   sounds.     They  are  illustrated  by  the  italicized  letters  in 
the  following  words,  which  present  the  consonants  in  the  same  rela- 
tive order  as  in  plate  1,  on  page  8 :    /'ay,  /?ay,  Z"ie,  Die,  Ctiew,  yew, 
Coe,  Go,  few,  View,  TAigh,  Thy,  fee,  ~Eyes,  SAay,  Z/iay,  Zay,  Are, 
7?ay,  May,  Nigh,  Ha;^.     Analyze  these  words  as  directed  in  para- 
graph 5. 

SUB-DIVISION  OF  CONSONANTS. 
MATED  AND  UNMATED. 

9.  The    Consonants    are    divided    into    two   general   classes — 
mated  and  unmated.     See  plate  1. 

10.  What  are  "  mated  "  consonants — and  why  are  they  so  called  ? — It 

has  been  shown  (see  paragraphs  4  and  7)  that  two  qualities  of  breath 
enter  the  mouth  cavity  through  the  wind-pipe — vocalized  and  un- 
vocalized.  If,  in  their  passage  through  the  mouth,  these  two  quali- 
ties of  air-currents  should  alternately  encounter  the  same  obstruction 


4 

(the  lips,  for  instance),  nearly  the  same  sound  would  be  produced  in 
each  case — the  only  difference  being  that  one  is  /<?#<&/- than  the  other. 
Or,  to  use  the  technical  terms,  one  (the  unvocalized  breath)  is  whisper- 
ed, and  the  other  (the  vocalized  breath)  is  voiced.  This  difference 
is  illustrated  by  the  words  "  pie  "  and  "  buy  " — the  consonant  of  the  first 
word  being  faint  (whispered),  and  the  consonant  of  the  second  word 
being  heavy  (voiced.)  When  a  whispered  and  a  voiced  consonant  are 
paired  in  this  way  they  are  styled  mates.  Of  the  twenty-one  con- 
sonants, there  are  sixteen  mates — eight  pairs.  Plate  No.  1,  first 
column,  shows  the  mated  consonants  and  their  shorthand  signs.  It 
will  be  seen  that  the  shorthand  signs  are  arranged  in  pairs  to  corre- 
spond with  the  mated  sounds— the  light  (whispered)  sound  of  each 
pair  being  appropriately  represented  by  a  light  sign,  and  the  heavy 
(voiced)  sound  being  represented  by  a  heavy  sign.  The  mated  con- 
sonants are  found  in  the  following  words,  and  are  indicated  by  the 
italicized  letters :  Pay  J?a.y,  Tie  Z>ie,  Chew  /e\v,  Coe  Go,  Few  Fiew, 
7%igh  77/y,  Ire  ~Eyes,  Shay  Zhay.  Analyze  these  words  as  directed 
is  paragraph  5. 

11.  What  are  Unmated  Consonants? — and  why  are  they  so  called? 
The  unmated  consonants  all    originate    in  vocalized  breath,  and 
are  therefore  all  voiced.     They  have  no  corresponding  whispers   in 
English  speech,  and  therefore  are  unmated.     The   unmated   con- 
sonants   are    shown    in    column   2  of  plate  1,  on    page    S.      Their 
sounds  are  found  in  the  following  words,  being   represented  by  the 
italicized  letters :     Zay,  Ar,  May,  -A^igh,  ~Ka.ng.    Analyze  these  words 
as  directed  in  paragraph  5. 

EXPLODENTS  AND  CONTINUANTS. 

12.  With  reference  to  their  duration  of  sound,  the  consonants 
are  further  divided  into  explodents  and  continuants. 

13.  What   is   an    Explodent? — Of  the  sixteen  mated  consonants, 
eight  are  uttered  explosively,  as  if  shot  from  a  gun.     On  account  of 
this  peculiarity  they  are  called  explodents.     The  consonant  sound 


represented  by  "  ch  "  in  "  chew  "  is  an  explodent.  As,  on  account 
of  their  explosive  origin,  they  shoot  from  the  mouth  in  a  direct  course, 
they  are  appropriately  represented  in  Phonography  by  straight  lines 
(see  plate  1,  column  1).  Analyze  the  words  representing  the 
explodents. 

14.  What  is  a  Continuant? — The  other  eight  mated  consonants  are 
not  exploded,  but  can  be  prolonged  indefinitely — made  short  or  long 
at  will.     Hence  they  are  styled  continuants.      This  variation  in 
duration  does  not  affect  their  quality.     The  consonant  sound  repre- 
sented by  "  sh  "  in  "  shoe  "  is  a  continuant.    Their  issuance  from  the 
mouth  in  a  continuous  stream  is  suggestive  of  waviness,  and  on  ac- 
count of  this  flexibility  they  are  appropriately  represented  in  Phonog- 
raphy by  curved,  flexible  lines  (see  plate  1,  column  1).     The  un- 
mated    consonants    are    all    continuants    (see   plate    1,    column    2). 
Analyze  the  words  representing  the  continuants. 

PRECEDING  DISTINCTIONS  EMPHASIZED. 
COMPARATIVE  ILLUSTRATIONS. 

15.  Many  errors  made  by  the  shorthand  learner  are  due  to  ignor- 
ance of  the  subdivisions  of  consonants  just  referred   to.     Some  im- 
portant comparisons  will  now  be  presented  in  order  to   emphasize 
these  distinctions  and  stimulate  the  discriminating  faculties.  Observe 
that  in  the  following  pairs  of  words,  the  italic  letters  in  the  first  word 
represent  a  whispered  consonant,  and  in  the  second  word  a  voiced 
consonant — and  that  this  is  the  only  difference  between  the  words  of 
the    spoken    pair :     T/iigh,   thy ;    Lre,   eye.r ;    wrea//z,   wrea//£e ;  etr//, 
ed^e ;  etc.     In  the  following  pairs,  the  first  word  illustrates  an  ex- 
plodent, the  second  word  a  continuant — this  being  the  only  difference 
between  the  words  of  the  spoken  pair  :     C/iew,  s/ioe. ;  ^eap,  s/ieep ; 
ca/r//,  ca.s/i ;  etc.     Caution — Phonography  does  not  recognize  "  t  "  in 
"catch,"  "match,"  etc.,  as  having  a  distinct  sound.     The  "tch"  is 
treated  as  a  consonantal  diphthong*  (identical  with  the  sound  repre- 

*"  Diphthong  "  means  "double-sound."  A  vowel-diphthong  is  a  close  combination  of  two 
vowel  sounds  unseparated  by  a  consonant,  as  "  aw-ee  "  in  "  boy,"  etc.  A  consonantal  diphthong  is 
a  close  combination  of  two  consonants  unseparated  by  a  vowel  sound,  as  ' '  mp  "  in  "  lamp,"  "  st  "  in 
"  cost,"  "pi  "  in  "  play,"  etc. 


6 

sented  by  "  ch  "  in  "  much  "),  and  is  represented  by  a  single  sign  in 
shorthand.     See  character  No.  7,  plate  2. 

WHAT  IS  MEANT  BY  "ASPIRATE?" 

16.  The  breath  rather  forcibly  exhaled  without  obstruction  other 
than  a  slight  friction  is  styled  "  aspiration  " — from  "  aspiro,"  meaning 
"  to  blow."     This  is  the  sound  which  in  the  Roman  alphabet  is  rep- 
resented by  "  H."     The  aspirate  merely  expresses  rough  breathing 
upon    a    following   vowel    sound,    and    comprises   the    distinction 
between  the  following  pairs  of  words  :     Am,  ham  ;  ail,  hail ;  at,  hat ; 
arm,  harm ;  eve,  heave ;  ope,  hope ;  etc.    Analyze  these  words.    The 
phonographic  sign  of  the  aspirate  is  shown  in  plate  2,  No.  26. 

RECAPITULATION. 

17.  It  is  shown  in  the  preceding  presentation  that  there   are  in 
English  speech  twelve  elementary  vowel  sounds,   twenty-one   conso- 
nants, and  one  aspirate.     Also  that  the  consonants  are  sub-divided 
into  sixteen  mated  and  five  unmated,  eight  whispered  and  thirteen 
voiced,  eight  explodents  and  thirteen  continuants. 

UNPHONETIC  NATURE  OF  THE  ROMAN  ALPHABET  REVEALED 

AT  A  GLANCE. 

18.  As  a  final  reminder  of  the  unphonetic  character  of  the  com- 
mon print,  the  Roman  alphabet  is  presented  below,  associated  with 
words  illustrating  the  changes  of  sounds  many  of  the  letters  undergo. 
Analyze  the  words  into  their  elementary  sounds,  and  note  difference  in 
value  of  the  same  letter  in    various  words ;  also,  understand   that 
shorthand  provides   a  separate  sign  for  each  of  these  sounds,  and 
thus  avoids  the  confusion  incident  to  our  longhand  spelling : 

A — Ate,  at,  all,  are. 

B — Bay,  dumb  (dum). 

C — Cease  (seas),  car  (kar),  ocean  (o-shun). 

D — Guessed  (guest),  gazed. 

E—  Ebb,  eat. 


F— If,  of  (ov). 

G— E£g>  age  (aJe)>  rouge  (roozh). 

H — Hie,  honest  (onest). 

I-1— It,  ice  (ise),  pique  (peek). 

J-Joy. 

K— Key,  knife  (nife). 

L — Lay,  talk  (tawk). 

M — May,  mnemonics  (nemoniks). 

N — In,  ink  (ingk),  autumn  (autum). 

O — Ode,  odd,  fool,  foot,  one  (wun). 

P — Pay,  pneumonia  (numonya),  Philip  (Filip). 

Q — Queer  (kweer),  opaque  (opake). 

R— Ray. 

S — Pass,  pays  (paze). 

T — Tea,  cautious  (kawshus). 

U — Up,  use,  pull,  Luna. 

V— Vow. 

W — Way  (oo-a),  know  (no),  wrap  (rap). 

X — Dixey  (Diksy),  exist  (egzist),  Xerxes  (Zerksez). 

Y — You  (e-oo),  Ypsilanti  (Ipsilanti). 

Z — Zeal. 

19.  The  preceding  paragraphs  having  been  given  reasonable  con- 
sideration, the  learner  will  be  qualified  to  intelligently  commence  the 
study  of  sound-representation.  As  the  student  advances,  he  will 
find  it  profitable  to  frequently  review  the  Phonetic  Introduction. 


PLATE  1. 

PHONOGRAPHIC  PLAN  OF  REPRESENTING  SOUNDS. 

CONSONANT  SIGNS,  ETC. 

o 

IS 

o 

IS 

1 

1             . 

ex 

J 

, 

!3    ^ 

'O     u 

•—     '/• 

~      0 

rt*    c« 

"rt     P 

•?  ^ 

O     rt 

1.1 

C2    OQ 

^    ^ 

~    f 
3     c 

-  ^ 

1  .!> 

c/?^< 

co  /?; 

o 

do"  ^ 

J.  /< 

0 

£ 

£ 

f 

[Pee 

P 

i 

\ 

r 

El* 

Yl 

r 

Bee 

BJ 

\ 

\ 

Tee 

T 

1 

$ 

z, 

Ar 

ii 

^ 

PLODENTS. 

Dee 
Chay 

3 

Ch^i 

1 
/& 

CONSONA 

Ray 
Em 

Ru 
Urn 

X      1 
H 

Jay 

Ju 

' 

c/5 

En 

Un 

^_^ 

c/5 
O 

Kay 

Ku 

Q 

I-n;-r 

[llg 

P 

O 

O  £ 

V 

< 

^Gay 

Gu 

— 

J< 

Q     \ 

U 

f^Ef 

Uf 

^_ 

|g      1 

( 

H 

<  O 

£ 

S 

Vee 

Vu] 

S- 

D 

I  J  Wa)' 

\\'u 

"^ 

£ 

Ith 

•Utl 

i 

( 

s  > 

V 

Thee 

Th 

u 

( 

o 
o 

Yay 

Vu 

r 

\  \ 

Es  - 

U 

) 

V 

/• 

o 

u 

Zee 

Zu 

) 

Hay 

» 

^U 

/ 

Ish* 

Us 

i 

Shay+ 

Sh 

a 

J 

1 

1 

Zhay 

Zh 

a 

J 

Emp 
Emb 

Uitp 
Un\b 

V 

V 

- 

\ 

*  Nam.;  of  the  DOWNWARD  direction.  +Name  of  the  UPWARD  direction. 


CHAPTER    II. 


GLANCE  AT  GENERAL   PLAN    OF   SOUND    REPRESENTATION. 
SEE  PLATES   I  AND  2. 

1.  Pointers  to  the  Student. — You  are  about  to  start  on  a  journey  in 
a  strange  realm.     The  book  is   your   guide.     Implicitly  follow  its 
instructions,  and  the  termination  of  the  shorthand  trip  will  find  you 
thoroughly  informed  as  to  all  its  important  features.     The  how  to 
study  governs  the  arrangement  of  the  text,  and  correct  and  speedy 
results  can  be  attained  only  by  strict  adherence  to  the  plan.     Pursue 
the  prescribed  method  as  to   studying  and  practising,  and  do  not 
permit  your  own  untried  notions  or  the  advice  of  novices  to  antag- 
onize the  results  of  experience ;  else  you  will  be  as  a  blind  man  who 
has  passed  through  a  beautiful  land !     No  paragraph  in  the  book 
can  be  safely  slighted.     A  word  to  the  wise  is  sufficient. 

2.  A  comprehensive  glance  at  each,  lesson  will  be  given  prelim- 
inary  to    its    presentation    in    detail.     This   method  will  be   found 
helpful  to  the  student,  and  will  facilitate  his  intelligent  progress. 

3.  Plate  No.  1  shows  the  various  divisions  of  the  stems  in  accord- 
ance with  the  phonetic  structure  of  the  language  as  explained  in  the 
Phonetic  Introduction.     Refer  each  heading  (Mated,  Unmated,  Ex- 
plodents,  Continuants,  and  Aspirate)  to  its  appropriate  paragraph  in 
the  Phonetic  Introduction,  and  thus  acquire  an  understanding  of  the 
plan  of  sound-representation.     Note  that  two  columns  of  names  are 
given.     Those  in  the  first  column  (Pee,  Bee,  etc.)  are  the  conventional 
names  used  in  the  majority  of  text-books ;  but  they  are  objectionable, 
partly  owing  to  their  misleading  resemblance  to  the  unphonetic  long- 
hand letters,  and  partly  because  their  decided  vowel  sounds  embarrass 
synthetical  work — viz.,  the  combination  of  consonants  to  form  words. 
The  names  in  the  second  column  (Pu,  Bu,  etc.)  reflect  almost  the 


10 

pure  consonant  sound,  and  simplify  synthetical  work,  on  account  of 
the  obscureness  of  the  vowel  entering  into  their  formation.  These 
names  are  sounded  as  in  "puck,"  "buck,"  etc.,  with  the  "ck" 
omitted.  For  illustration,  note  that  "  Pu-Ku  "  is  more  suggestive  of 
"  puck  "  than  "  Pee-Kay  "  is. 

4.  Definition  of  Terms  Used. — (a)  An  "  arc  "  is  any  portion  of  the 
circumference  of  a  circle.     In  plate  2,  the  circles  are  each  divided 
into  four  arcs. 

(£)  A  "  chord "  of  an  arc  is  a  straight  line  connecting  the 
extremities  of  the  arc.  See  plate  2. 

(f)  The  consonant  signs  are  called  "  stems "  because  in  subse- 
quent lessons  other  sounds  will  be  made  to  grow  upon  them,  as  it 
were,  by  means  of  circles,  hooks,  etc.,  as  the  stems  of  a  tree  bear 
buds  and  leaves. 

5.  Plate  2  clearly  shows  the  geometric  origin  of  shorthand  signs 
— the  curved  consonants  being  represented  by  the  arcs  of  a  circle, 
and  the  straight  consonants  by  the  chords  of  the  arcs. 

6.  The  single  arrow  points  in  plate  2  signify  that  the  associated 
stems  are  always  written  in  the  direction  indicated  by  the  pointer — 
never  in  any  other. 

7.  The  double   arrow  points  alongside  Nos.  1  and  6  indicate 
that  (under  circumstances  to  be  hereafter  specified)  these  two  sterns 
may  be  written  either  up  or  down ;  they  are  therefore  styled  the 
two-direction  stems. 

8.  Plate  6,  page  28,  shows  the  plan  of  representing  the  twelve 
elementary  vowel  sounds  by  means  of  light  and  heavy  dots  and 
dashes  located  at  three  various  points  alongside  a  consonant  stem — 
its  beginning,  middle,  and  end.     Each  sign  in  each  of  these  three  posi- 
tions has  a  fixed  sound  attached  to  it.     For  instance,  the  heavy  dot 
at  the  beginning  of  a  stem  is  always  translated  to  mean  the  vowel 
sound  as  in  "  eat,"  "  eel,"  or  "  pique  "  (peek),  regardless  of  the  long- 
hand spelling ;  the  heavy  dash  at  the  beginning  of  a  stem  is  always 


11 

translated  to  mean  the  vowel  sound  as  in  "  all,"  "  law,"  or  "  wrought," 
regardless  of  the  longhand  spelling,  etc. 

9.  A  horizontal  (Ku)  stem  is  used   in  the  vowel  illustrations  in 
plate  6,  to  show  the  positions  of  the  vowel  signs.     Any  other  one  of 
the    consonant    stems,    however,    would   have   answered   the    same 
purpose. 

10.  Having  taken  this  brief  glance  at  the  general  plan,  the  study 
of  consonant  and  vowel  representation  by  phonographic   signs  will 
now  be  treated  in  detail — the  consonants  being  first  considered,  as 
they  furnish  the  stems  alongside  which  the  vowel  signs  are  to  be 
written. 


CHAPTER   III. 


CONSONANTS. 
FIRST  STAGE.— TRANSLATION  OF  READING  EXERCISE. 

1.  Plate  4  is  now  presented  to  the  student  as  an  interesting  means 
of  learning  the  consonant  stems  and  the  various  ways  of  combining 
them.     The  translation  of  the  outlines  in  plate  4  is  effected  with  the 
help  of  plate  3,  and  the  study  of  paragraphs  2  to  33. 

2.  The  stems  in  plate  3  are  arranged  in  four  lines  with  reference 
to  the  attitudes  of  Pu,  Chu,  Tu,  and  Ku.     That  is,  all  the  stems  in 
line  1  have  the  same  slant  as  Pu ;  those  in  line  2,  the  same  slant  as 
Chu ;  those  in  line  3  stand  vertically  like  Tu ;  and  those  in  line  4  lie 
horizontally  like  Ku.     The  stems  in  lines  1,  2,  and  3  are  classified  as 
"  non-horizontal "  (not  horizontal),  to  distinguish  them  in  a  general 
way  from  the  horizontal  stems  in  line  4. 

3.  Above  each  sign  is  its  name  from  which  the  learner  is  expected 
to  analyze  the  stem's  sound.     (See  Chap.  I,  par.  5.) 

4.  In  indicating  the  sounds  of  the  phonographic  signs,  the  single 


PLATE  2. 

PHONOGRAPHIC  EXPRESSION  OF  SOUNDS. 

GEOMETRIC  ORIGIN  OF. THE  CONSONANT  SIGNS. 


1- 


2- 


PLATE  3. 
CLASSIEICAT1ON  OF  STEMS  INTO  THETR  POUR  ATTITUDES. 

L'EFT  OBLIQUE— ALWAYS  WRITTEN  DOWNWARD. 

Sound-Name:    Pu         Bu         Uf       Vu        Ur         Wu 

\          \        ^        ^         ^          ^ 

RIGHT  OBLIQUE 
WRITTEN  DOWNWARD 


WRITTEN  UPWARD. 


Sound-Name:  Chu  Ju  Ush-(Shu*)  Zhu  Yu  Lu-(Ul+)  Ru  Hu 

/  /  j         J    r  r       /  s 

VERTICAL-ALWAYS  WRITTEN  DOWNWARD 

Sound-Name:    Tu         Du         Uth         Thu         Us         Zu 


3.- 


HOR1ZONTAL-ALWAYS  WRITTEN  FROM  LEFT  TO  RIGHT 

4.— Sound-Name:    Ku      Gu      Um      Un     Ung      Ump-Umb 

*Name  of  the  UPWARD  direction.  4Name  of  the  DOWNWARD  direction. 

12 


13 

PLATE  4.     ' 
EXERCISE  ON  CONSONANTS. 


.C  ........  k 


m. 


14 

Roman  letters  (P,  G,  N,  etc.)  are  not  employed,  because  many  of 
them  represent  more  than  one  sound,  and  their  use  would  therefore 
be  misleading.  (See  Chap.  I,  par.  18.) 

5.  In  uttering  the  names  in  plate   3,  do  not  call  "  Pu  "  Pee-You, 
nor  "Bu"  Bee-  You,  etc.     Sound  them  as  in  "puck  "and  "Buck," 
etc.,  with  the  "  ck  "  omitted. 

6.  Each  line  has  a  heading  indicating  the  pen-movement  required 
to  form  the  stems — downward,  upward,  or  from  left  to  right. 

7.  The  phonographic  student,  of  all  others,  must  be  quick  at 
detecting  differences  and  resemblances;  that  is,  he  should  possess 
keen  discriminating  powers.     The  necessity  for  carrying  in  the  mind 
the  pictures  of  the  signs  in  plate  4  until  search  through  plate  3  has 
disclosed  their  counterparts,  calls  into  requisition  the  discriminating 
faculties  to  a  marked  degree  and  strengthens  them  by  exercise.     The 
student  not  only  gets  an  impression  of  the  sign  sought,  but  also  of 
each  sign  discarded  in  the  search ;  the  result  is,  rapid  mastery  of  the 
lesson. 

8.  Prepare  a  page  of  an  exercise  book  by  dividing  it  into  three 
vertical  columns,  as  shown  in  diagram  below.     Copy  an  outline  from 
plate  4  into  the  first  column  and  write  its  name  or  names  in  the 
second  column,  using  plate  3  for  reference.     Leave  the  third  column 
blank  until  the  entire  plate  has  been  translated. 


7 


U 


Pu-Ku 
Ku-Chu 
Chu-Tu 
Tu-Um 

Um-Uth 


9.     After  plate  4  has  been  copied  and  translated  as  directed,  the 
first  column  of  exercise  book  should  be  covered  by  a  strip  of  paper 


15 


and  the  shorthand  forms  again  written,  from  memory,  in  the  third 
column.  The  outlines  in  the  third  column  should  be  verified  from 
time  to  time  by  comparison  with  those  in  the  first  column,  with  which 
they  should  agree  in  every  respect.  After  these  requirements  have 
been  complied  with,  the  page  of  the  exercise  book  will  present  the 
following  appearance : 


~7 


"7 


Pu-Ku 

Ku-Chu 

Chu-Tu 

Tu-Um 

Um-Uth 


10.  In  order  to  secure  successive  repetition,  in  the  first  few  lines 
i f  plate  4  the  terminal  stem  of  one  outline  is  made  the  beginning 
stem  of  the  succeeding  one. 

POINTS  TO  BE  CONSIDERED  WHILE  TRANSLATING  PLATE  4. 
PARAGRAPHS  II  TO  33. 

11.  There  are  practically  but   two    signs   in   the   Phonographic 
alphabet — a  straight  and  a  curved  line.     The  main  distinction  is  one 
of  altitude,  as  represented  in  plate   3  by  the  four  straight  stems  Pu, 
Chu,  Tu,  and  Ku.     Carefully  observe  this  distinction  of  slant. 

12.  In  joining  several  stems,  do  not  lift  the  pen  until  the  outline 
is  finished.     This  requirement  not  only  insures  speed  of  writing,  but 
also  clearly  shows  the   direction  in   whi»h  each  individual   stem  is 
written,  as   the  formation   of  each    succeeding   sign  begins  at  the 
termination  of  the  preceding  one. 

13.  The  first  non-horizontal  stem  in  an  outline  should  be  made 
to  rest  upon  the  line  of  writing.     This   avoids   an   undue  downward 
tendency  of  outline.     See  line  5  of  plate  4,  and  note  that  the  first 


16 

non-horizontal   may  chance  to  be  either  the  first,  second,  or  third 
stem  in  an  outline. 

14.  The  third  stem  in  line  2  of  plate  3,  which  is  always  written 
downward  when  standing  alone,  may  be  written  upward  in  combinations 
if  a  better  joining  is  secured  thereby  ;  and, 

15.  The  sixth  stem  in  line  2,  which  is   always  written   upward 
when  standing  alone,  may  be  written  downward  in  combinations  if  a 
better  joining  is  thereby  secured. 

16.  Note  that  the  names  of  the  downward  directions  of  these 
"  Two-Direction  "  stems,  as  they  are  called,  are  Ush  and  Ul ;  and 
the  names  of  the  upward  directions  are  Shu  and  Lu. 

17.  Let  it  be  emphasized  that  the  downward  direction  Ush  and 
the  upward  direction  Lu  are  always  used  when  these  stems  standalone 
— that  is,  when  they  are  not  joined  to  other  stems.     The  usefulness 
of  having  two  directions  for  these  stems  will  be  more  fully  explained 
later. 

18.  All  other  stems  are  invariably  written  in  the  same  direction 
when  joined  as  when  standing  alone.     (See  headings  of  the  four  lines 
in  plate  3.) 

19.  Do  not  confuse  the  names  Chu  and   Shu.     (See  line  2  of 
plate  3.)      „ 

20.  To  repeat  the  sound  of  a  straight  stem  its  length  is  doubled. 
In  case  of  descending  double  lengths,  the  first  half  rests  on  the  line, 
and  the  second  half  extends  below.     (See  line  6  of  plate  4.) 

21.  The  sound  of  a  curved  stem  is  repeated  by  repeating  the 
curve  at  an  angle.     (See  linp  7,  plate  4.) 

22.  The  alphabetic  stems  should  all  be  made  of  uniform  length — 
no  one  longer  than  another.     This  requirement  avoids  confusion  in 
subsequent  lessons,  where  changes  are  purposely  made  in  the  lengths 
of  stems  in  order  to  add  other  sounds. 

23.  Certain  stems  are  joined  at  an  angle,  and  others  without  an 


17 

angle.  This  secures  important  distinctions  ;  as,  for  instance,  between 
Pu-Ush,  Pu-Us,  and  Pu-Ur ;  Ku-Ush,  Ku-Us,  and  Ku-Ur,  etc.  (See 
lines  8  and  9.) 

24.  Ku  should  be  made  extra  long  when  joined  to  a  curved  stem 
without  an  angle.     This  is  necessary  "in   order  to  distinguish  such 
combinations  from  the  single  curve  stems ;  for  instance,  Ku-Ur  from 
Ur;  Uf-Ku  from  Uf,  etc.     (See  line  11.) 

25.  In  writing  non-angular  combinations  such  as  Ku-Ur,  Uf-Ku, 
Lu-Ku,  etc.,  do  not  hesitate  at  the  point  of  joining,  but  complete  the 
outline  with  one  continuous  motion  of  the  hand.     (See  line  11.) 

26.  In  combining  a  light  and  a  heavy  stem  without  an  angle, 
there  should  be  a  gradual  blend — not  an  abrupt  change  of  shade. 
That  is,  begin  light  and  terminate  heavy,  or  begin   heavy  and  ter- 
minate light,  as  the  case  may  require,  without  regard  to  the  inter- 
mediate shade.     (See  line  12.) 

27.  When  standing  alone,  Ru  is  distinguished  from  Chu  by  dif- 
ference of  slant — Chu  being  nearly  vertical  and  Ru  nearly  horizontal. 
In  combinations,  the  difference  in  direction  is  made  apparent  by  the 
joining,  and  is  the  chief  distinction — Ru  being  always  struck  upward, 
whereas  Chu  is  always  struck  downward.     (See  line  13  ;  also  par.  12.) 

28.  Particularly  note  that  Uf  or  Vu  always  joins  at  an  angle  with 
Un  or  Ung.     Carefully  contrast  the  five  pairs  of  outlines  in  line  14, 
plate  4. 

29.  The  Hu   stem  is  made  double  length  to  add  a  following  Ru. 
Repeat  the  hook  in  writing  Hu-Hu.     (See  line  15.) 

30.  It  is  not  necessary  to  make  a  perfect  hook  on  Hu  when  com- 
bined with  preceding  stems.      Merely  retrace  slightly  on  the  pre- 
ceding stem  and  write  the  stem  part  of  Hu  from  that  point.     The 
hook  is  merely  to  distinguish  the  sign  from  Ru,  and  an  imperfect 
hook  answers  the  same  purpose  as  a  perfect  one.     See  line   15; 
compare  Hu  and  Ru  combinations. 

31.  (a)  Hu,  the  shorthand  sign  for  the  aspirate  (see  Phonetic 


18 

Introduction,  par.  16),  joins  awkwardly  with  certain  stems.  To 
remedy  this  the  aspirate  sound  is  provided  with  an  extra  sign — a 
short  tick  which  is  always  written  downward  in  the  direction  of  Chu. 

(b)  The  tick  is  called  Heh  to  distinguish  it  by  name  from  the 

StemHU'  fafa-f*" 

(c)  The  tick  Heh  is  used  on  the  beginning  of  Ur,  Wu,  Um,  Ump, 

Lu,  Us,  Zu,  Ku,  Gu.     (See  line  16.) 

(</)     The  tick  may  be  written  in  the  middle  of  outlines.     (See 
line  16). 

(e)     Hu  is  used  in  connection  with  the  other  stems.     (See  line  17.) 

32.  Bear  in  mind  that  four  sounds  (and  only  four)  are  provided 
with  two  directions  of  writing — R,  L,  Sh,  and  the  aspirate. 

33.  The  non-angular  joinings  not  only  secure  distinctive  appear- 
ances,   but    also   promote    speed    of   writing.     They    are,    however, 
peculiarly  troublesome  combinations  for  learners,  on  account  of  the 
component  stems  to  some  extent  losing  their  identity,  and  they  should 
consequently  be  given  special  practise.     To  impress  the  non-angular 
curve  joinings,  see  plate  3  and  note  the  four  attitudes  of  stems. 
Note  that  Lu  is  an  Ru  curve  (that  is,  has  the  slant  and  direction  of 
Ru),  and  Ur  is  a  Pu  curve,  etc.     In  line  19  of  plate  4  are  given 
certain  curve   stem  combinations,  and  directly  above  in  line  18  are 
the  corresponding  straight  stem  combinations.     That  is,  the  straight 
stems  in  line  18  are  the  chords  of  the  arcs  directly  below  in  line  19. 
Such  comparisons  will   clearly  impress  the  non-angular  curve-stem 
joinings. 

SECOND  STAGE.— GUIDE  TO  CURVE  JOININGS. 

34.  The  learner  is  now  supposed  to  have  copied  and  translated 
the  outlines  in  plate  4,  as  directed  in  paragraphs  1  to  33  inc.,  of 
Chapter  III.     At  this  stage  the  thinker  naturally  asks,  "  Are  there  any 
rules  governing  the   angular  and  non-angular  joining  of  stems,  or 
must  I  arbitrarily  memorize  the  various  combinations  ? "     Yes,  the 
choice  between  the  various  joinings  is  based  upon  well-defined  rules. 


19 


35.  For  key  to  the  joining  of  curves,  see  plate  5.  This  diagram 
shows,  concentrically  placed,  the  two  circles  from  which  the  curved 
stems  originate. 

PLATE  5. 


36.  Carefully  note  three  points  with  reference  to  the  relationship 
the  curves  sustain  to  one  another  in  this  diagram,  viz.: 

(a)  They  lap  over  each  other,  as  Lu  and  Um,  Um  and  Ur,  Ur 
and  Us,  Uth  and  Uf,  Uf  and  Un,  Un  and  Shu,  Us  and  Ush. 

(li)  They  are  opposites,  as  Lu  and  Ush,  Uf  and  Ur,  Um  and 
Un,  Uth  and  Us. 

0  They  do  not  lap,  and  at  the  same  time  they  are  turned  by  a 
similar  circular  motion — either  in  the  direction  of  the  hands  of  a 
clock,  styled  Right  motion ;  or  contrary  to  the  hands  of  a  clock, 
styled  Left  motion.  Note  :  Lu  and  Ur,  Lu  and  Us,  Lu  and  Ush,  Ur 
and  Ush,  Ul  and  Uf,  Ul  and  Un,  Uf  and  Shu,  Um  and  Us,  Um  and 
Ush,  Uth  and  Un. 


20 

37.  The  angular  combinations  are  the  lapping  ones  specified  in 
paragraph  (a).     The  non-angular  combinations  are  the  non-lapping 
ones  in  paragraphs  (£)  and  (c).     The  pupil  should  carefully  practice 
the  combinations  in  paragraphs  («),  (//),  and  (c~),  until  the  application 
of  the  rules  has  been  demonstrated  to  his  satisfaction.      Write  their 
sound-names  in  the  first  column  of  exercise-book  and  the  phonographic 
signs  in  the  second  column,  and  present  to  teacher  for  criticism.     Only 
light  stems  have  been   used  in  the  preceding  illustrations,  but  the 
same  rules  apply  to  their  heavy  mates.     For  example,  the  same  rule 
applies  to  Vu  and  Ung  as  to  Uf  and  Un,  etc. 

38.  Note  that  Lu-Ur  make  the  upper  half  of  the  outer  circle ; 
Uf-Shu  the  lower  half.     Ul-Uf  make  the  left  vertical  half ;  Ur-Ush, 
the  right  vertical  half.     Um-Us  make  the  upper  oblique  half  of  the 
inner  circle ;  Uth-Un,  the  lower  oblique  half. 

39.  To  insure   definiteness  in  the  writing  of  non-angular  curve 
joinings,  experiment  with  constructing  the  curve  outlines  upon  the 
framework  of  their  chords.     For  instance,  see  lines  18  and  19  of 
plate  4,  and  note  that  Lu-Ur   are  framed    on   Ru-Pu;    Lu-Us,   on 
Ru-Tu;    Lu-Ush,   on   Ru-Chu;    Um-Ush,   on   Ku-Chu;  Um-Us,  on 
Ku-Tu;    Ur-Ush,    on    Pu-Chu;     Ul-Un,  on    Chu-Ku;    Uth-Un,   on 
Tu-Ku ;  Uf-Ur,  on  Pu-Pu ;  and  Lu-Shu  and  Shu-Lu,  on  Ru-Ru. 

40.  Joining  of  Curved  and  Straight  Stems. — The  beginning  and  the 
ending  movements  of  curves  are  theoretically  always  in  the  direction 
of  either  Pu,  Tu,  Chu,  Ku,  or  Ru.     For  instance,  Un  and  Us  are 
continuations  of  the  Pu  movement ;  Uf  and  Ush  are  continuations  of 
Tu ;  Um  is  a  continuation  of  Ru ;  Pu  is  a  continuation  of  Um  and 
Uth  ;  Ru  is  a  continuation  of  Un  ;  Chu  is  a  continuation  of  Us  ;  Ku 
is  a  continuation  of  Uf  and  Lu.     All  these  combinations  are  there- 
fore without  an  angle.      Carefully  practice  them.     For  the  teacher's 
inspection,  write  the  shorthand  forms  of  the  following  syllables — 
placing  the  longhand  to  the  left  of  the  vertical  line  in  the  exercise  book, 
and  the  shorthand   signs  to  the  right  of  it :  Pu-Un,  Bu-Zu,  Bu-Un, 


21 


Pu-Ung,   Ku-Ur,   Gu-Ur,   Um-Pu,   Ura-Bu,   Uth-Pu,    Un-Ru,   Us-Ju, 
Uf-Ku,  Uf-Gu,  Lu-Ku,  Lu-Gu. 

41.  Don't  "  skim  "  the  preceding  paragraphs.     Critical  reflection 
upon  the  points  treated  will  not  only  impress  the  correct  method  of 
stem  joinings  (of  which  the  work  of  many  practitioners  shows  lament- 
able ignorance),  but  will  also  serve  as  a  review  of  the  consonant  lesson 
generally. 

THIRD  STAGE.— WRITING  EXERCISE. 

42.  A  carefully  selected  list  of  words  is  presented  in  paragraphs 
48  to  51,  to  test  the  learner's  knowledge  of  the  consonant  lesson — 
especially  his  ability  to  analyze  words  into  their  sounds,  which  is  the 
first  requirement  of  a  shorthand  writer.     For  the  present  the  vowels 
are  to  be  disregarded,   and  only  the  consonant  outline  (skeleton) 
written.     Prepare  the  lesson  as  illustrated  below,  leaving  blank  space 
at  the  right  for  the  notation  of  corrections : 

E'tch-each 

Edge-age 

Ridge-rage  // 

Rig 

Argue 

43.  A  teacher  will  find  that  the  paragraphs  of  the  text  cover 
about  every  error  a  learner  is  likely  to  make,  and  reference  to  them  by 
number  will  save  him  many  tedious  oral  explanations. 

44.  Write  the  shorthand  form  but  once,  unless  to  correct  a  recog- 
nized error.     Repetition  is  for  the  purpose  of  fixing  the  outline  on 
the  mind,  and  should  not  be  indulged  in  until  the  work  has  been 
verified ;  otherwise  bad  forms  might  be  impressed. 

45.  All  corrections   should  be   thoughtfully   inspected,  and  the 
underlying  principle   mastered.     Each  corrected  outline  should  be 


22 

written  over  and  over  again  in  the  space  to  the  right  of  the  vertical 
line. 

46.  Do  not  skip  any  of  the  test  words.     They  have  been  carefully 
selected,  and  associated  for  the  purpose  of  emphasizing  important 
comparisons  and  contrasts. 

47.  While  writing  the  test  words,  study  paragraphs  52  to  65; 
also  review  paragraphs  1  to  47.     Where  words  are  connected  by  a 
hyphen  they  are  to  be  written  with  the  same  shorthand  sign. 

48.  Test    Words. — Etch-each,    edge-age,    ridge-rage,    rig,    argue, 
peach-pitch,  Peru,  badge,  rich-wretch,  couch-catch,  cash,  deem,  funny, 
pity-putty,    tory-tarry,   thatch,    thorough,    daisy-dizzy,    shock,    Pope, 
tattoo,  tie,  cake-kick,  knock-neck,  peak-pique,  knife-enough,  knave- 
envy,  gnaw-know,  gang,  though-thy,  thigh-oath,  page,  peg,  cage,  keg- 
cog,    lame-lamb,    lamp,    impute,    imbued,    camp,    calm-come-comb, 
income,  ink,  ring,  rink,  tiny,  knotty-naughty,  shabby,  Ashby,  theme, 
thumb,  thump,   dam-damn,  maim-mummy,  thick,  aside-acid,  merry, 
match,  mash,  sheep,  cheap,  judge,  jug,  key,  up-pay,  limb-lime,  limp, 

/cup,  par,  pious,  push,  fife,  faith,  deputy,  indemnify,  cabbage,  package, 
job,  Nevada,  lay,  illy,  in,  ninny-Nina,  arrow,  error,  fetch,  fish,  fussy, 
fire,  fame,  pang,  fang,  air,  car,  Casey,  cash,  money,  among,  maniac, 
monk,  hair,  hour,  move,  fetch,  finch,  Lulu,  lame,  lake,  path,  puffy, 
pony-penny,  foe,  folk,  funny,  motto,  factory,  votary,  make,  calm,  lady, 
tidy,  duty,  gawk,  cog,  fig,  evoke,  vague,  fake,  Davey,  taffy,  outvie, 
voyage,  vouch,  avenge,  Babcock,  Hitchcock,  revenge,  ravage,  Balk- 
bake,  bulk,  thong,  lath,  lathe,  thoroughfare,  Tennessee,  Wyoming, 
Persia,  Canada,  Italy,  China,  Russia,  lavish,  zodiac,  dynamo,  domino, 
Catholic,  chimney,  awake,  talk-take. 

49.  Two=Direction  Consonants. — (See  pars.  14  to  18,  and  59  to  60.) 
Robe,  orb ;  bear,  berry  ;  lake,  elk ;  pill,  pillow  ;  feel,  folly ;  deal,  delay  ; 
car,  carry;  fish,  fishy;  Ashby,  shabby;  alcohol,  alkali,  likely  ;  Laura, 
lower,  allure  ;  chair,   cherry  ;   Cole,   Kelly ;  Nell,  Nelly ;   monopole, 
monopoly ;  ritual,  rightly ;   radial,  readily  ;    lame,  elm  ;  rally,  royal ; 


23 

early,  oral,  earlier  ;  male,  Malay ;  Oceanic,  shank;  Luna,  Olney;  loyal, 
loyally  ;  bulb  ;  tyranny  ;  apology  ;  epilogue  ;  bulk. 

50.  Aspirate. — (See  pars.  29  to  31.)     Harley,  hiccough,  hack,  ham, 
harsh,  hazy,  hire  (Heh-Ur),  hurry  (Hu-Ru),  hemp,  whole,  huffy,  hog, 
harmony,  haughty,  hung,   hip,  hub,  head,  hitch,  huge,  heavy,  heat, 
hush,  hath,  health,  healthy,  hammock,   unhealthy,  unhung,  behead, 
Lehigh,  Omaha. 

51.  Primitives   and   Derivatives. — (See  par.  64.)     Mob,  mobbed; 
map,  mapped  ;  peep,  peeped  ;  kick,  kicked  ;  muddy,  muddier  ;  hour, 
hourly;    busy,  busily,    busier;    pious,   piously;    acid,  acidity;    bear, 
bearer ;  deny,  denial,  denied  ;  wrong,  wrongly,  wronged ;  tarry,  tar- 
ried ;   poor,  poorer,  poorly ;  rich,  richly ;  cheap,  cheaply  ;  fair,  fairer, 
fairly ;   unfair,    unfairly ;    review,    reviewer ;    revive,    revivify ;    nigh, 
nigher ;  ease,  easily,  easier ;    uneasy,  uneasily ;    lazy,  lazier,  lazily ; 
car,  load,  carload ;  calm,  calmly ;  like,  likely  ;  health,  healthier,   un- 
healthy ;  hang,  hanger,  hanged  ;  hung,  unhung ;  lame,  lamely  ;  early, 
earlier;    revoke,  revoked;    weigh,  weigher;    hurry,  hurried;    allow, 
allowed  ;  heavy,  heavier,  heavily  ;  ring,  ringer  ;  tidy,  tidily,  untidy  ; 
book,  bookish  ;  rake,  rakish;  lady,  ladylike,  unladylike  ;  head, behead; 
wreck,  wreckage  ;  dim,  dimly  ;  form,  formally. 

PHONETIC  CAUTIONS,  ETC. 

52.  Do  not  permit  the  written  word  to  deceive  the  eye.     The  two 
N's  in  "funny  "  are  heard  as  one  sound,  and  therefore  written  with 
one  shorthand  sign.     This  applies  to  the  two  R's  in  "  carry,"  the 
two  T's  in  "  putty,"  etc. 

53.  In   "  talk "  the    L    is    silent,    in    "  knife "  the   K   is  silent, 
in  "  dumb  "  the  "  b  "  is  silent — these  words  being  written  in  short- 
hand as  if  pronounced  "  tawk,"  "  nife,"  "  dum,"  etc. 

54.  (a)  In  words  like  "  etch,"  "  catch,"  etc.,  the  "  tch  "  represents 
one   sound,   which  is  expressed  in  Phonography  by  Chu.     The   T 
should  not  be  given  separate  expression.    (/>)  The  same  caution  applies 
to  "  dg  "  in  words  like  "  edge,"  "  judge,"  etc.;  the  "  dg  "  are  heard  as 


24 

J,  and  so  written  in  Phonography.     The  D   in   such  cases  should 
not  be  given  separate  representation  in  shorthand. 

55.  Carefully  distinguish  between  the  final  sounds  of  such  words 
as  "  catch  "  and  "  cash."     Compare  the  first  and  third  signs  in  line 
2  of  plate  3.     The  sound  of  Chu  is  heard  in  "catch,"  "ditch," 
"  much " ;    and   the   sound   of   Ush   is   heard   in    "  cash,"    "  dish," 
"  mush,"  etc. 

56.  Note    that    G    in  "gem"  has    the    sound    of  Ju;    and  in 
"  gum  "  it  has  the  sound  of  Gu. 

57.  Note  that  the  sound  of  Ung  is  often  represented  by  "  n  "  in 
the  ordinary  print,  as  in  "  ink  "  (ingk),  "  monk  "  (mongk),  etc. 

58.  Note  that  "  th  "  in  "  thigh  "  is  light,  and  in  "  thy  "  is  heavy. 
Carefully  contrast:    "bath"  and  "bathe,"  "oath"  and  "though," 
"  lath  "  and  "  lathe,"  etc.     See  third  and  fourth  stems  in  line  3  of 
plate  3. 

59.  The  main  reason  for  providing  R,  L,  and  Sh  with  two  direc- 
tions is  to  insure  good  joinings.     But,  as  a  rule  (especially  in  case 
of  the  L  and  R  stems),  one  direction  joins  about  as  easily  as  the 
other.    In  such  cases,  choose  that  direction,  the  syllable  name  of  which  most 
nearly  corresponds  with  the  spoken  syllable.     Syllable  representation  is 
one  of  the  most  important  thoughts  in  shorthand  writing,  and  should 
be   cultivated   early.     For   illustration :    Write   Ul-Um   for   "  elm," 
Lu-Um  for  "  lame;"  Vu-Ul  for  "vale,"  Vu-Lu  for  "  valley;"  Ur-Gu 
for   "  argue,"    Ru-Gu   for   "  rag ;"    Tu-Ur   for    "  tire,"    Tu-Ru    for 
"  tarry ;"  Ush-Bu  for  "  Ashby,"  Shu-Bu  for  »  shabby  ;"  Uf-Ush  for 
"  fish,"  Uf-Shu  for  "  fishy,"  etc.     (See  page  46,  pars.  76  to  79.) 

60.  (a)  The  thought  of  paragraph  59  applies  chiefly  to  monosyl- 
lables, and  to  beginning  and  final  syllables,  as  in  the  words  used  by 
way  of  illustration.     When  occurring  in  the  middle  of  outlines  (that 
is,  when  preceded  and  followed  by  other  consonants,  as  in  "  charge," 
"  bulk,"  etc.),  that  direction  is  used  which  makes  the  better  joining, 
generally  the  upward.     For  illustration  :  Bu-Lu-Ku  for   "  bulk,"  Um- 
Ru-Ku  for  "  mark,"  Pu-Lu-Ju  for  "apology,"  etc. 


25 

(£)  Ur  is  used  when  followed  by  Um,  as  Ru-Um  is  apt  to  be 
confused  with  Lu  or  Lu-Ku.  For  example  :  Uf-Ur-Um,  for  "  farm  ;" 
Ur-Um  for  "  room  "  or  "  arm,"  etc. 

(c)  The  common  syllable  "  lur  "  (as  in  "  boiler,"  "  tailor,"  etc.)  is 
conveniently  expressed  by  Lu-Ur. 


The  two-direction  consonants  will  be  more  fully  treated  in 
the  vowel  lesson. 

61.  In  the  words  "  imp  "  and  "  imbue,"  the  M  and  P  and  M  and 
B  closely  blend  and  are  said  to  "  coalesce  "  —  the  word  meaning  to 
unite  in  one  mass.      They   are  "non-coalescing"   in    "map"  and 
"mob." 

62.  (a)  The  Ump-b  stem  indicates  the  coalescence  of  M  and  P,  or 
M  and  B,  and  should  be  used  in  writing  such  words  as  "  imp,"  "  im- 
bue," "  camp,"  etc.,  wherein  no  vowel  sound  intervenes  between  the 
sounds  of  M  and  P  or  B. 

(b)  The  separate  stems  Um-Pu  or  Um-Bu  indicate  non-coalescence, 
and  should  be  used  for  such  words  as  "  map  "  and  "  mob  "  wherein  a 
strong  vowel  sound  does  intervene. 

63.  Note  that  in  words  like  "lamb,"  "thumb,"  "dumb,"  etc., 
wherein  a  final  letter  B  immediately  follows  M,  the  B  is  always  silent, 
and  therefore  is  not  represented  in  Phonography,  which  treats  of 
sounds  only. 

64.  Definitions.  —  (a)   Primitive   means    "first,"   or   "beginning." 
Applied  to  words  it  means  a  root,  as  for  instance  "  fair." 

(b~)     By  "  derivative  "  is  meant  a  word  formed  by  adding  other 
sounds  or  syllables  to  a  primitive,  as  "  FAIRer,"  "  unFAIR,"  etc. 

(c)  In  "unfair"   and   "_/^z>er,"  "  un  "  and  "  er  "  are  called  the 
formative  sounds,   because   they  are   the   additional   sounds  which, 
when  joined  to  the  primitive  "  fair,"  form  the  derivatives. 

The  study  of  shorthand  involves  the  study  of  English  speech, 


26 

and  the  study  of  English  speech  is  largely  the  tracing  of  the  growth 
of  primitives  into  derivatives. 

(<?)  The  rules  of  shorthand,  already  given  and  hereafter  to  be 
presented,  apply  largely  to  primitive  or  root  words.  The  learner  will 
therefore  find  the  study  vastly  simplified  if  he,  from  the  beginning, 
traces  every  word  to  the  primitive  source,  and  then  builds  up  the 
derivatives  by  adding  the  shorthand  signs  of  their  formative  sounds  to 
the  outline  of  the  primitive,  as  far  as  his  stage  of  progress  through  the 
principles  will  permit.  Apply  the  above  mentioned  rule  to  the  words 
in  paragraph  51.  In  each  succeeding  lesson  the  relationship  of 
primitive  and  derivative  will  be  illustrated  and  impressed. 

65.  After  a  lesson  has  been  carefully  prepared  by  the  student,  it 
is  ready  for  the  inspection   of  a  teacher,  and  not  till  then.     The 
learner  should  take  pride  in  having  his  work  free  from   errors,  and 
should  shirk  no  mental  effort  necessary  to  secure  this  result.     He 
should  not  carelessly  prepare  his  lessons  and  expect  his  teacher  to 
do  the  thinking  for  him.     He  will  derive  very  little  benefit  from  such 
a  course.     The  mental  discipline  resulting  from  adherence  to  a  strict 
method  will  prove  of  incalculable  value. 

QUIZ  ON  CONSONANTS. 

66.  The  student  should  see  that  he  is  qualified  to  answer  the 
questions  and  perform  the  work  here  laid  out  before  passing  to  the 
vowel  lesson  :     1.  How  many  stems  are  written  by  the  upward  move- 
ment when  standing  alone  ?     2.  What  stems  may  be  written  either 
up  or  down  in  combinations  ? — Write  Pu-Ul,  Pu-Lu,  Uf-Ush,  Uf-Shu, 
Ul-Ku,  Lu-Ku,   Ush-Du,  Shu-Du.     3.  What  other  two  sounds  are 
provided   two   directions    of   writing?     4.  What    is   the   upward   R 
called  ?     5.  What  is  the  downward  R  called  ?     6.  Name  the  upward 
sign  for  the  aspirate.     7.  Name  the  downward  aspirate   sign.     8. 
On  which  stems  is  the   Heh-tick  used  ?     9.  On  what  slant  is  Heh 
always   written?     10.   How   is    Ru   distinguished    from    Chu  ?     11. 
When  M   and  P  (as  in  "  imp  ")  combine  without  any  vowel  sound 
between,  what  word  expresses  this  close  union  ?     12.  When  a  strong 


27 

vowel  sound  intervenes  between  M  and  P  or  B  (as  in  "  map,"  "  mob  ") 
what  word  indicates  this  separation  of  consonants  ?  13.  What  is 
the  primitive  portion  of  "  unfairly  "  ?  14.  What  are  the  formative 
portions  of  "unfairly"?  15.  Of  what  word  is  "unfairly"  a  de- 
rivative ?  16.  What  is  Right  motion  ?  17.  What  is  Left 
motion  ?  18.  How  is  the  syllable  "  lur  "  conveniently  written  in 
shorthand  ? 

67.  Write  the  following  words  for  teacher's  criticism  upon  the 
plan  indicated  in  paragraph  42  :  Month,  monthly,  deep,  deeply,  victim, 
pneumonia,  fare,  thorough,  thoroughfare,  indemnity,  terrific,  embel- 
lish, dignify,  ricketty,  wreckage,  Renovo,  chimney,  nebular,  dealer, 
pillar,  rhythm,  Forum,  polar,  polarity,  Wyoming,  asylum,  Geneva, 
cubic,  memorial,  effectual,  effectually,  Mayer,  Murray,  notoriety, 
notarial,  Robotham,  Genesee,  Lavina,  Catholic. 


CHAPTER   IV. 


VOWELS. 
FIRST  STAGE. 

1.  A  vowel  is  the  product  of  expired  breath  made  sounding  by 
vibration  of  the  vocal  chords,  and  allowed  to  pass  on  out  through  the 
open   mouth  without  any  further  obstruction.     If  this  vowel  sound 
were  obstructed  in  the  mottth,  it  would  become  a  voiced  consonant. 
See    Phonetic    Introduction,    paragraphs    7    and    8,    and   note   the 
different  origin  of  consonants  and  vowels. 

2.  For  all  practical  purposes,  vowels  may  be  divided   into  three 
classes :    elementary   (indivisible    sounds,   as   "  a "),   diphthongs 
(two  elementary  vowel  sounds  uttered  with  one  impulse  of  the  voice, 
as  "  I " — ah-e),   and  triphthongs  (three  elementary  vowel  sounds 
uttered  with  one  impulse  of  the  voice,  as  "  wi  " — oo-ah-e). 

3.  Phonography  recognizes  twelve  elementary  vowels,  four  diph- 
thongs, and  one  triphthong. 


28 

4.  Plate  6  shows  the  phonographic  plan  of  expressing  vowels. 
A  Ku  stem  is  used  in  this  plate  to  indicate  the  positions  of  the  vowel 
signs.  Any  other  stem  would,  however,  have  answered  the  same 
purpose. 

PLATE  6. 

PHONOGRAPHIC  PLAN  OF  EXPRESSING  VOWELS. 

ELEMENTARY  VOWELS. 
HEAVY  DOTS.  HEAVY  DASHES. 

1... Vowel  sound  as  in  "eat."      i_ .Vowel  sound  as  in  "all." 

.._8_.     „     /      »          ui    "ate."      _2..._    „  „          „     "ode." 
4     „           „         v    "ah."       — J.    „           „          „     "ooze." 


LIGHT  DOTS.  LIGHT  DASHES^ 

1 Vowel  sound  as  in  "it."         1 Vowel  sound  as  in  "odd." 

i 

„         „    "ebb."     _2_  „  „         „      "up." 

.     „  „          „    "at."        3.   „  „          „      "foot." 

DIPHTHONGS. 
1. Vowel  sound  as  in  "ice."       1_ Vowel  sound  as  in  "oil." 

"out  "  3  "use" 

*JUI>        


TRIPHTHONG, 
i Vowel  sound  as  in  "Wight." 

HOW  TO  LEARN  THE  VOWEL  SIGNS. 

5.  Plate  7  contains  practical  word-forms,  which  illustrate  the 
vowel  scheme.  In  copying  the  outlines,  follow  the  plan  prescribed 
in  the  consonant  lesson,  paragraphs  8  and  9.  That  is,  write  the 
shorthand  forms  in  the  first  column  of  exercise  book,  and  the  words 
they  represent  in  the  second  column.  Paragraph  36  contains  the 
key  to  outlines  in  plate  7.  The  learner  should  not  consult  the  key 


29 

until  he  has  made  a  fair  effort  to  translate  an  outline  by  applying  his 
knowledge  of  the  principles  ;  then  the  key  may  be  used  to  verify  his 
translation.  Then,  after  the  entire  plate  has  been  translated  and 
verified,  he  should  cover  up  the  first  column  and  write  in  the  third 
column  the  shorthand  signs  of  the  words  in  the  second,  verifying 
from  time  to  time  by  reference  to  the  first  column. 

PLATE  7. 
EXERCISE  ON  VOWELS. 


JLJLJLJ^.^.™^^ 

4-^-V^^ 


6.  While  engaged  in  the  translation  of  plate  7,  study  paragraphs 
1  to  36. 

7.  By  reference  to  plate  6,  it  will  be  seen  that  the  vowels  are 
represented  by  dots  and  dashes,  etc.,  placed  at  one  or  the  other  of 
three  points  alongside  a  consonant   stem — beginning,  middle,  and 
end — styled  first,  second,  and  third  positions. 

8.  The  first  position  of  a  stem  is  the  point  where  the  pen  begins 
the  stem's  formation.     This  point  is  at  the  top  of  all  descending 


30 

stems  like  Pu,  Tu,  Ush,  etc.;  at  the  left  end  of  horizontals  like  Ku, 
Un,  etc.;  and  at  the  bottom  of  ascending  stems  like  Ru,  Lu,  Hu. 
(See  plate  7,  lines  1  and  4.) 

9.  The  second  position  is  at  the  middle  of  any  stem,  without 
regard  to  direction  of  movement  or  attitude.     (See  plate  7,  lines 
2  and  5.) 

10.  The  third  position  is  at  the  terminal  point  of  a  stem ;  that 
is,  at  the  point  where  the  pen  ceases  the  stem's  formation.     This  is 
at  the  bottom  of  descending  stems  like  Pu,  Tu,  Chu,  Ush,  etc.;  at 
the  right  end  of  horizontals  like  Ku,  Urn,  etc.;   and  at  the  top  of 
ascending  stems  like  Lu,  Ru,  Hu.     (See  plate  7,  lines  3  and  6.) 

11.  (a)  It  is  evident  from  the  foregoing  that  before  the  value  of 
a   first-position   or   of   a    third-position    vowel   sign    can   be    ascer- 
tained, one  must  first  determine  the  direction  in  which  the  stem  is 
written   by  which  such  vowel  sign   is  placed.     (&)  It  will  also  be 
understood  from  this  why  L  and  Sh  are  only  allowed  one  direction 
when   standing   alone — upward  (Lu)  for  L,  and  downward  (Ush) 
for  Sh. 

12.  In  plate  6  is  presented  a  word  opposite  each  vowel  sign, 
from  which  word  is  to  be  analyzed  (separated)  the  sound  represented 
by  the  sign  in  the  position  as  shown.     Pronounce  the  word  distinctly, 
drop  the  consonant  sound,  and  the  vowel  sound  will  remain.     For 
example:  "Eat,  e-tu,  e;  ate,"  a-tu,  a;  "pa,"  p-ah,  ah,   etc.     Give 
no   thought   to   the   longhand    spelling ;    .Phonography   deals   with 
sounds  alone.     For  instance,  the  sound  of  the  first-position  heavy 
dot  is  found  in  "peak,"  "peek,"  "pique,"  and  "tier,"  although  no 
two  of  these  words  are  spelled  alike  ;  also,  the  sound  of  the  second- 
position  heavy  dot  is  found  in   "  ate,"   "  eight,"    "  weigh,"    "  way," 
etc.,  regardless  of  the  spelling. 

13.  In  translating  the  outlines  in  plate  7,  blend  the  sounds  of 
the  vowel  and  consonant  signs  closely  together,  and  the  result  will 
be  a  spoken  word.     (This  is  "  synthesis,"  combining — the  reverse 


31 

of  analysis.)  For  instance,  take  the  first  two  outlines  in  line  1. 
The  first  reads  E-Tu,  "  eat ;"  and  the  second  reads  Tu-E,  "  tea ;" 
the  first  outline  in  line  5  reads  Du-O,  "  dough  "-"  doe  ;"  the  second 
in  line  5  reads,  O-Du,  "  owed  "-"  ode,"  etc. 

14.  Let   it  be  emphasized  that  the  phonographic  signs  do  not 
change  their  value  when  combined.     That  is  to  say,  for  example,  the 
first  sign  in  line  2  of  plate  7   reads  a-du,  "  aid,"  not  "  add."     The 
representation  of  "  add  "  is  shown  by  the  first  sign  in  line  3.     The 
learner  is  apt  to  err  in  this   respect,  because  he  is  accustomed  to 
changes  in  value  of  a  longhand  letter.     For  example,  the  longhand 
letter  "  a  "  represents  four  distinct  sounds  in  the  common  spelling, 
as  evidenced  by  "  ate,"  "  are,"  "  at,"  "  all."     The  confusion  of  the 
longhand  spelling  is  largely  due  to  such  use  of  a  single  letter  to  re- 
present several  different  sounds.     This  bewilderment  is  avoided  in 
Phonography  by  giving  each  sound  a  special  sign  which  always  has 
the  same  value,  whether  alone  or  in   combination.     For  illustration, 
the  sound  of  "  a  "  in  "  ate  "  is  represented  by  the  heavy  dot  at  the 
middle  of  a  stem  (the  second  position)  ;  the  sound  of  "  a  "  in  "  are  " 
by  the  heavy  dot  at  the  end  of  a  stem  (the  third  position) ;  the 
sound  of  "  a  "  in  "  at "  by  the  light  dot  at  the  end  of  a  stem  (the 
third  position)  ;  and  the  sound  of  "  a  "  in  "  all  "  by  the  heavy  dash 
at  the  beginning  of  a  stem  (the  first  position),  etc. 

15.  Note  that  the  shorthand  signs  are  read  in  the  order  of  their 
occurrence — from  left  to   right — except  when   horizontal   stems  are 
encountered,  when  the  reading  is  from  above  downward.     That  is 
to  say, 

16.  A  vowel  sign  is  read  before  the  sound  of  a  stem  when  such 
vowel  sign  is  placed  above  a  horizontal,  or  to  the  left  of  a  non-hori- 
zontal.    For  example : 

In       Oak       Am       Egg      Ear       Ice      Eel       Each       Oath       If 
il_j ._ .;>_ J) _:^_ / _i ^ 

17.  A  vowel  sign  is  read  after  the  sound  of  a  stem  when  such 


32 

vowel  sign   is  placed  below  a  horizontal,  or  to  the  right  of  a  non- 
horizontal.     For  example : 

Knee     Cow     May    Go     Wee    Sigh    Lee    Joy     Though    She    Raw 

_±L  A.  JL£1  ^      f 

x™  • 

18.  Note  that  the  terms  above   and   below   apply  only  to   hori- 
zontals, while   the   terms   right  and   left  apply  to  non-horizontals. 
Note  the  outline  for  "  ear  "  in  paragraph  16.     In  this  outline  the  dot 
seems  to  be  below  the  Ur  stem,  whereas  it  is  really  to  the  left  of  it, 
Ur  being  a  non-horizontal  stem.     Also  note  the  outline  for  "  wee  "  in 
paragraph  17.     In  this  outline  the  dot  seems  to  be  above  the  Wu 
stem,  whereas  it  is  really  to  the  right  of  it,  Wu  being  a  non-hori- 
zontal stem. 

19.  (a)  See  "  diphthongs,"  plate  6,  and  note  that  the  diphthong, 
as  in  "  ice,"  is  a  combination  of  the  sounds  of  the  heavy  dot  of  the 
third  position  and  the  heavy  dot  of  the  first  position  ;  viz.,  ah-e. 

(l>)  The  diphthong,  as  in  "  oil,"  is  a  combination  of  the  sounds 
of  the  heavy  dash  of  the  first  position  and  the  heavy  dot  of  the  first 
position;  viz.,  aw-e. 

(<:)  The  diphthong,  as  in  "out,"  is  a  combination  of  the  sounds 
of  the  heavy  dot  of  the  third  position  and  the  heavy  dash  of  the  third 
position  ;  viz.,  ah-oo. 

(d)  The  diphthong,  as  in  "  use,"  is  a  combination  of  the  sounds 
of  the  heavy  dot  of  the  first  position  and  the  heavy  dash  of  the  third 
position  ;  viz.,  e-oo. 

20.  It  will  be  observed  that  the  sign  of  a  diphthong  or  triphthong 
is  placed  in  the  position  of  the  last  sound  of  the  combination.     This 
assigns  three  of  the  signs  to  the  first  position  and  two  to  the  third 
position,  and  none  to  the  second  position. 

21.  (a)  See  lines  4,  5,  and  6  of  plate  7,  and  note  that  the  dash- 
vowel  signs  are  always  written  at  right  angle  to  the  stem,     (b)  The 


33 

diphthong  and  triphthong  signs,  however,  always  open  up  or  down 
the  page,  without  reference  to  the  stem  by  which  they  are  placed. 
(See  lines  7  and  8  of  plate  7.) 

22.  The  aspirate  tick  is  always  read  first,  before  the  stem  or  any 
vowel  sign  placed  beside  the  stem.     (See  lines  2  to  5  of  plate  7.) 

STEM   POSITION. 
SEE  PLATE  7. 

23.  Note  that  in  plate  7  the  outlines  are  written  in  three  various 
positions  with  reference  to  the  line  of  writing ;   viz.: 

24.  The  outlines  \\-3M\^  first-position  vowels  are  written  above  the 
line.     (See  lines  1  and  4  of  plate  7.) 

25.  Outlines  having  second-position  vowels  are  written  on  the  line. 
(See  lines  2  and  5.) 

26.  Of  the  outlines  having  third-position  vowels,  the   non-hori- 
zontal stems  are  written   through  the  line,  and  the  horizontal  stems 
below  the  line.     (See  lines  3  and  6.) 

27.  If  an  outline  consisting  of  two  or  more  stems  is  composed 
solely  of  horizontals,  the  position  is  the  same  as  for  a  single  hori- 
zontal.    (See  line  9.) 

28.  If  an  outline  is  composed  of  both  horizontals  and  non-hori- 
zontals, then  the  first  non-horizontal  stem  is  placed   in  the  position 
indicated  by  the  vowel.     (See  line  9.) 

29.  If  a  word  has  more  than  one  vowel  sound  (as  in  "  decay), 
the  distinguishing  vowel,  which  is  generally  the  vowel  of  the  accented 
syllable,    indicates   the    position    of   the    consonant    outline.       (See 
line  10.) 

30.  The   preceding    remarks    relating  to   stem    position    do  not 
apply  to  the  aspirate  tick,  which  always  assumes  the  position  of  the 
sign  to  which  it  is  joined.     (See  plate  7.) 

31.  (a)  The  object  of  stem-position  is  to  enable  the  reporter  to 


34 

often  omit  vowel  signs,  and  thus  secure  a  gain  in  speed  of  writing 
without  seriously  sacrificing  legibility — the  stem-position  approxi- 
mately indicating  what  vowel  should  be  read.  (/>)  Do  not  infer 
from  this,  however,  that  the  study  of  vowel  representation  may  be 
slighted  !  The  reporter  never  reaches  that  stage  where  a  thorough 
knowledge  of  vocalization  is  not  essential — not  only  to  enable  him 
to  readily  write  the  vowel  signs  when  specially  needed  (as  they 
often  are),  but  also  to  enable  him  to  place  the  consonant  stems  in 
the  proper  position  with  reference  to  the  line  without  hesitation.  For 
the  present,  the  vowel  signs  are  freely  inserted,  in  order  that 
the  learner  may  have  abundant  practise  to  acquire  expertness  in 
handling  them,  and  at  the  same  time  to  fix  in  his  mind  the  associa- 
tion between  vowel-sign  and  stem-position.  The  instances  in  which 
it  is  safe  to  omit  vowel  signs  will  be  indicated  from  time  to  time  in 
the  various  exercises,  and  the  student  will  be  gradually  led  to  the 
acquirement  of  a  proper  judgment  in  this  particular. 

32.  As  the  learner   advances   in   the  study  of  shorthand,  he  will 
readily  come  to   understand  that  words    abounding  in   consonants 
(like  "  monopoly,"  "  Catholic,"  etc.)  can  be  read  without  the  aid  of 
their  vowels.     Therefore,  as  stem-position  is  a  vowel  aid,  it  need  not 
be   applied   to  such  long  words,  and  they  may  be  written  with  the 
first  non-horizontal  stem  resting  on  the  line  of  writing — the  second 
position. 

33.  The  rule  is,  write  in  position  only  outlines  of  short  primitive 
words — that   is,  those  containing  one    or   two   stems,   such   as    are 
presented  in  plate  7. 

RECAPITULATION. 

34.  When  reading  shorthand  notes,  (a)  determine  the  consonant 
sound  and  the  direction  in  which  the  stem  is  written  ;  knowledge  of 
the  direction  is  necessary  in  order  to  determine  whether  vowel  signs 
at  the  extremities  of  stems  are  of  the  first  or  of  the  third  position. 
(£)  Determine  whether  the  vowel  is  to  be  read  before  or  after  the 
consonant  (see  paragraphs   16  to  18).      (c)  Determine    the  sound' 


35 

represented  by  the  vowel  sign  (see  plate  6).  (d)  Note  the  position 
of  the  primitive  outline  with  reference  to  the  line  of  writing,  and 
observe  the  vowel  significance  of  such  stem-position,  (e)  Where  an 
outline  is  composed  of  several  stems,  read  each  stem  and  its  asso- 
ciated vowels  separately,  as  in  dividing  the  syllables  of  a  word,  and 
then  combine  the  various  parts  without  change  of  sound  to  form  the 
complete  word. 

For  example:    _.\  .  Pu-ool,  "pool";  g -.-Ku-ook,  "  cook,"  etc. 


KEY   TO  OUTLINES  IN   PLATE  7. 

35.  Two  short  parallel  marks  below  an  outline  indicate  that  the 
longhand  word  should  begin  with  a  capital  letter. 

36.  Line  1 — Eat,  tea,  ear,  wee,  pea,  each,  she,  if,  key,  imp,  Lee, 
ill,  hitch,  ink. 

2 — Aid,  bay,  age,  weigh-way,  whey,  ace,  egg,  nay-neigh,  hemp,  hay, 
ail-ale,  hale-hail,  hem,  ebb. 

3 — Add,  pa,  ark,  at,  ash,  arm,  ham,  hack,  Ann,  hag,  Hal,  ha,  hark. 

4 — Paw,  jaw,  ought-aught,  Shaw-pshaw,  thaw,  awes,  odd,  gnaw, 
hog,  raw,  haul,  haw,  shop,  chop. 

5 — Dough-doe,  ode-owed,  beau-bow,  up,  us,  show,  oath,  woe,  home, 
no-know,  hump,  hole-whole,  ho-hoe,  jump. 

6 — Ooze,  whose,  woo,  shoe,  hook,  pool,  pull,  took,  tomb,  coo,  cook, 
look,  Lou. 

7 — Ice,  sigh-Cy,  ire,  why,  my,  Ike,  isle-aisle,  lye-lie,  oil,  Hoyle,  joy, 
coy,  toy,  wide. 

8 — Hour-our,  bough,  cow,  out,  owl,  howl,  use-(verb),  use-(noun), 
view,  cue,  hew-hue,  Hume,  dew-due,  pew-Pugh. 

9 — Me,  meek,  may,  make,  coo,  camp,  pick,  poke,  pack,  keep,  cope, 
cap. 

10 — Decay,  ague,  echo,  Amy,  Ida,  ashy,  Esau,  attic,  eunich,  unique, 
hussar,  hazy. 


36 

WRITING   EXERCISE. 

37.  The  student  is  supposed  to  have  copied  and  translated  the 
outlines  in  plate  7,  and  carefully  studied  paragraphs  1  to  36.     Now 
write  the  words  in  paragraph  40  for   the    instructor's    inspection. 
Prepare  exercise  book  as  directed  in   Chap.  3,  par.  42.     That  is, 
write  the  longhand  word  in  the  first  column,  the  shorthand  in  the 
second  column,  and  leave  the  remainder  of  the  line  blank  for  the 
notation  of  corrections  and  for  the  re-writing  of  corrected  forms. 

38.  As  illustrated  in  paragraph   14,  the  spelling  of  words  is  more 
deceiving  with  reference  to  the  vowel  sounds  than  in  case  of  the 
consonants,  and  the  learner  must  be  constantly  on  the  alert  to  avoid 
being  misled.     Bearing  in  mind  that  pronunciation  is  to  be  repre- 
sented, every  word  should  be  carefully  analyzed  (separated)  into  its 
sounds  before  writing  it  in  shorthand. 

39.  When  writing  from  longhand   into  shorthand,  (a)  determine 
the  consonant  sound,  and  the  appearance  and  direction  of  its  sign. 
(P)  Determine  the  vowel  sound,  regardless  of  the  spelling  ;  slow  pro- 
nunciation  will   show   this.      (c)   Determine   the    representation   of 
the  vowel  sound — dot  or  dash,  light  or  heavy,  diphthong  or  triph- 
thong— where  located  on  the  stem,  and  on  which  side,  etc.     ( d~)  In 
this  connection,  remember  that  the  L-stem  is  always  written  upward 
when  not  joined  to  another  stem,  and  that  the  Sh-stem  is  always 
written  downward  when  not  joined  to  another  stem. 

40.  Test  Words. — Pier,  pique-peak,  key,  itch,  etch,  am,  ape,  pay, 
aim,  all,  ark,  oat,  go,  dough,  ooze,  whose,  add,  aid,  at,  coo,  up,  ope, 
us,  use  (verb),  use  (noun),  tie,  out,  youth,  aisle,  oil,  owl,  toy,  buy, 
view,  vow,  bough,   Shaw-pshaw,  law,   neigh-nay,  thigh,  thy,  rye,  pay, 
weigh-way,  ease,  ache,  they,  may,  ma,  yea,  ark,  pa,  paw,  Wight,  ice, 
sigh,  it,  age,  edge,  ham,  hack,  wide,  widely,  odd,  oddly,  ripe,  rip,  in, 
echo,  ague,  argue,  hemlock. 


37 


PLATE  8. 

EXERCISE  ON  VOWELS. 
(See  paragraphs  42  to  GG.) 


4.     /-  ^J J:  L_         s_*^7-x         x^^f-x        /*\_         f\^.          _A>_       ^A. 

^~<.  s         y          ^  / 

5  ^~ 

\.  / 

L  Y  / 

I  '   /•           ^          /     y* 
L. A I-. „ s^/... ^_ 

'     1°        I'      J    ^    \ 
V  /    ^     * 

r  .'..L 

\  v^^     V<~  \^- 

!^..JL*_        ...\^v-.M"- 

ii.riz:..-:irn 
i5."T>-A/r 


17. 


v       , 

iv=j^i=^— 


44844 


o 


38 


SECOND  STAGE—  METHOD  OF   PLACING  VOWEL  SIGNS 
BETWEEN   TWO  STEMS. 

41.  Copy  plate  8  in  exercise  book  and  translate,  as  instructed  in 
paragraph  5.     For  key,  see  paragraph  68.     While  engaged  on  this 
translation,  carefully  study  paragraphs  42  to  66. 

42.  If  a  vowel  sign  were  placed  at  the  junction  of  two  stems, 
doubt  might  arise  as  to  whether  it  should  be  read  at  the  end  of  the 
first  stem  or  at  the  beginning  of  the  second  stem.     See  the  follow- 
ing illustration  :   ^   If  the  vowel  sign  is  considered  as  at  the  end 
of  Du,  the  word  is  "  dam  ;"  if  at  the  beginning  of  Um,  the  word  is 
"  dim."     This  uncertainty  is  avoided  by  adopting  the  following  plan  : 

43.  All  first-position  vowels  occurring  between  two  stems  are  placed 
at  the  beginning  of  the  first  stem,  and  of  course  after  it  ;  for  example  : 


44.  All  third-position  vowels  occurring  between  two  stems  are  placed 
at  the  end  of  the  second  stem,  and  of  course  before  it  ;  for  example  : 
Dam  _1    .....  Pool  __\  —-gag  .................  .     (See  lines  1  and  2  of  plate  8.) 

45.  In    the    case    of    second-position    vowels    occurring    between 
two   stems,    the   heavy    signs    are   placed  after  the  first  stem,    and 
the   light  signs   are  placed  before  the  second  stem  ;   for   example  : 

Poke  X  _  puck  \  i  ;  robe  /*\  rub  /"\  cake  _  _  ,  keg  _  :_ 
(a)  The  object  of  this  plan  is  to  avoid  mistakes  in  translating  due  to 
error  in  shading  —  an  almost  inevitable  result  of  rapid  writing.  If 
the  execution  has  failed  to  evidence  the  proper  shade,  the  location  of 
the  vowel  sign  clearly  indicates  the  intention  and  insures  a  correct 
translation.  (See  lines  3  and  4  of  plate  8.) 

46.  The  preceding  plan  for  placing  vowel   signs   between  stems 
does  not  affect  the  order  in  which  the  vowels  are  read,  as  a  vowel 
sign  placed  after  one  stem  reads  in  the  same  order  with  reference  to 


39 

the  two  consonants  as  if  it  were  placed  before  the  second  stem,  and 
vice  versa ;  viz.,  pi-tch,  p-atch,  etc. 

47.  The  rules  laid  down  in  paragraphs  43  and  44  occasionally 
operate  to  place  a  vowel  at  a  joining,  but  in  such  cases  application 
of  the  rule  will  prevent  misreading.     For  example  :  Calmly        ^-^~ 
The  third-position  vowel  between  Ku  and  Um  is,  according  to  rule, 
placed  before  the  end  of  Um.     It  cannot  properly  be  read  as  at  the 
beginning  of  Lu,  because  that  would   make    it   occur  between  Um 
and  Lu,  and  being  in  that  case  a  first-position  vowel,  it  should  have 
been  placed  after  the  beginning  of  Um.     (£)  The  same  idea  applies 
to  first-position  vowel  signs  when   occurring   at   joinings.      For 

example :  Hoary.  <^  .  The  dot-vowel  sign  after  the  outline  must 
be  read  as  at  the  beginning  of  Ru,  because  if  read  as  at  the  end  of 
Hu  it  would  be  a  third-position  sign,  in  which  case  it  should  have 
been  placed  before  the  end  of  Ru.  (See  line  5  of  plate  8.) 

48.  In  vocalizing    repeated    straight   stems    (as    Tu-Tu,    Pu-Pu, 
etc.),  each  half  must  be  treated  as  a  distinct  sign,  the  same  as  if 
joined  at  an  angle.     For  instance,  in  outlining  "  Pope  "  the  second- 
position   heavy  dash  should  be  placed  after  the  middle  of  theyfn-/ 
half  of  the  lengthened  Pu,  just  the  same  as   if  the  second  half  were 
absent  or  were  a  Ku  stem,  or  some  other  stem  joined  at  an  angle. 
Likewise,  in  outlining  "  pup  "  the  second-position  light  dash  should 
be  placed  before  the  middle  of   the   second  half  of  the  lengthened 
Pu,  just  as  if  the  first  half  were  absent,  or  were  some  stem  like  Ku 
joined  at  an  angle,  etc.     For  example : 

Pope.  V-- ,   poke\ ,   pup_\....,  puck\j_  . 

CONCURRENT  VOWELS. 

49.  "  Concurrent  "  means  occurring  together.     Concurrent  vowels 
differ  from  the  two  vowels  composing  a  diphthong,  in  that  the  term 
concurrent  applies  to  two  vowel  sounds  in   separate  syllables  (as  in 
"poet,"  po-et),  whereas  the  two  vowels  of  a  diphthong  are  in  the  same 
syllable  (as  in  "  ice,"  ah-ers). 


40 

50.  The   rules  laid  down  in  paragraphs  43,  44,  and  45  do  not 
apply  to  two  concurrent  vowels.     In  the  case  of  concurrent  vowels, 
the  vowel  signs  must  be  divided  between  the  two  stems — the  first 
vowel  sign  in  order  of  occurrence  being  placed  after  the  first  stem, 
and  second  vowel  before  the  second  stem,  regardless  of  the  vowel's 
value.     For  example  :  Poet  \   fiat  ^L.     (See  line  7  of  plate  8.) 

51.  When   two    concurrent  vowels  occur  in   connection  with   a 
single  stem  (as  in  "  Iowa,"  "  doughy,"  etc.),  the  relative  order  of 
reading  is  indicated  by  placing  nearest  the  stem  the  sign  of  that 
Vowel  which  is  nearest  the  stem-consonant  sound  in  the  word.     For 

example :  Iowav~^(  doughy  I"  .     (See  line  8  of  plate  8.) 

52.  Occasionally  a  diphthong  is  immediately  followed  by  an  ob- 
scure vowel  sound,  as  in  "  Maria,"  Ma-ri-uh.     Such  obscure  sound 
may  be  expressed  by  attaching  a  tick  to  the  diphthong  sign,  the  tick 
being  written  in  any  convenient  direction.     For  example  :  Maria^--^ 
Messiah  ^~Y  .     (See  line  8  of  plate  8.) 

53.  Caution. — The  tick  referred  to  in  paragraph   52   should  be 
confined  to  the  representation  of  obscure  vowels,   as  in  the  cases 
quoted,  and  should  not  be  used  where  a  vowel  following  the  diph- 
thong is  clearly  pronounced,  as  in  "  duo."     Words  like  "  duo  "  should 
be  written  according  to  instructions  in  paragraph  51 ;  viz.,   Duo  1/T    . 

54.  (a)  In  a  few  cases  it  is   found  advantageous  to  join  first- 
position  diphthongs  to  stems ;  for  example :  Oil  *      eyes    )  . 

(V)  This  practice  would  not  be  allowable  if  such  joining  deprived 
the  vowel  sign  of  its  distinctive  position.  See  outline  for  "owl  "A 
and  contrast  it  with  that  for  "  oil." 

VOWEL  SOUNDS  CONTRASTED. 

55.  See  lines  9  and  10  of  plate  8,  and  carefully  note  the  following 
vocal  distinctions  : 

56.  Between    the    sound    of   the  first-position    heavy   dash    and 


41 

the  sound   of    the   third-position    heavy    dot  ;    viz.,  Paw__\_    Pa  \ 

57.  Between   the  sound  of  the  first-position  light  dash   and  the 

<~\ 
third-position  heavy  dot;  viz.,  Marr^..  "mob"  ___  \_.     The  chief 

difference  is  that  the  dash  sound  is  shorter  and  more  explosive  than 
that  of  the  dot. 

58.  Between    the    sound   of   the    light  dashes  of  the  second  and 
third  positions;   viz.,   Puck  \  /     piyll  _  \ 

59.  Between    the    elementary   voWel   sound   represented  by   the 
third  -position  heavy  dash  and  the  diphthong  represented  by  the  third- 
position   semi-circle;    viz.,    Booty    _A—  .beauty  _\  ......  .       Where    the 

distinction  between  these  two  sounds  is  not  clear,  the  dash  may  be 
used  generally  without  danger  of  illegibility. 

60.  Slighted,   or  obscure  vowel   sounds,  as   in  "  her,"  "  myrrh," 
"  Emma,"  etc.,  generally  address  the  ear  as  the  sound  of  the  light 
dash   of  the   second  position,  and   may  be  so  represented   in   short- 

hand, viz.,  Her  ..^\_....  Myrrh  .....^... 


61.  Note  that  \hefinal  vowel  sound  of  such  words  as  "  eighty," 
"Mary,"  etc.,  is  that  of  the  first-position  light  dot  :  viz.,  Eighty..!... 
Mary  ..^-^..Pi.ty....J:  _____     (See  line  11  of  plate  8.) 

62.  A   dot   written    alongside    a   vowel   sign   indicates  that  the 
aspirate    sound    immediately    precedes     such    vowel    sound  ;    viz., 
Alcohol...-/ 


63.  The   term    "  distinguishing"   used  in    paragraph    29,   merits 
a  little  explanation,  as  it  brings  ordinary  exceptions  to  positioning 
within  the  pale  of  the  rule,  and  simplifies  the  presentation  of  sub- 
sequent lessons. 

64.  A  distinguishing  vowel  may  be  defined  as  a  vowel  that 
furnishes  a  distinguishing  sign  or  position  to  any  of  two  or  more 


42 

conflicting  words.  For  example :  The  initial  "  a  "  in  "  away,"  which 
distinguishes  it  from  "  way."  If  a  word  contains  more  than  one 
vowel  sound  (as  "  Peru")  the  vowel  of  the  accented  syllable  is  usually 
the  distinguishing  vowel,  and  is  therefore  allowed  to  indicate  the 
position  in  which  the  outline  is  to  be  placed ;  viz.,  Eunich  ..._..„..—. 
unique  ^r^7..  See  line  12  of  plate  8,  and  verify  the  correctness  of 
the  positioning  by  laying  special  stress  upon  the  accented  syllables. 

65.  Occasionally,  however,  it  happens  that  two  conflicting  words 
(like  "tire  "  and  "attire  ")  are  entitled  to  the  same  consonant  outline, 
and  the  accented  vowels  would  throw  them  into  the  same  position, 
thus  depriving  them  of  all  distinction.     In  such  a  case  an  unac- 
cented vowel   may  be   made   accented    by  the   power  of  contrast. 
For  example,  one  might  say  :  "  I  did  not  dictate  '  tire,'  but  '  a-tire,'  " 
— contrast  requiring  the  stress  to  be  placed  upon  the  first  syllable  of 
the   latter   word.      This  contrasting  accent  thus  becomes   the  dis- 
tinguishing one,   and  locates  "  attire  "  in  the  third   position,  while 
"  tire  "  takes  the  first  position. 

66.  The  initial- vowel  sound  of  "  attire  "  (light  third-position  dot) 
is   so   commonly  the   distinguishing  one,  that   words  so  beginning 
may  ordinarily  be  written  in  the  third  position,  and  legibility  thereby 
promoted.     (See  line  13  of  plate  8.) 

67.  Of  course,  where  no  conflict  is  known  to  exist,  the  ordinary 
accent  governs  the  position. 

KEY  TO  OUTLINES  IN   PLATE  8. 

68.  Line  1 — Pick,  pack,  meek,  Mack,  lick,  lack,  gig,  gag. 

2 — Pitch,  patch,  foil,  fowl,  tip,  tap,  reap,  rap,  mimic,  camera. 
3 — Dome,  dumb,  rogue,  rug,  laid,  led,  cope,  cup,  lake,  leg. 
4 — Joke,  jug,  take,  deck,  name,  numb,  loaf,  love,  shave,  shove. 
5 — Calmly,  cabbage,  lamina,  hoary,  hurry,  Harry,  roar,  dado. 
6 — Baby,  judge,  debt,  date,  puppy,  Pope,  Bob,  tattoo,  coke,  keg. 
7 — Poet,   ruin,  Jewess,   chaos   (kaos),    Moab,  fiat,  Siam,  Wyack, 
deity,  dial,  ideal,  Naiad. 


43 

8 — Iowa,   doughy,  payee,  iota,  Joey,  duo,  via,  Maria,  Ohio,  Mes- 
siah, oil,  owl,  eyes,  wide. 

9 — Law,  lark,  pawed,  par,  pod,  buck,  book,  coo,  cue,  beauty,  booty, 
tub,  tube. 

10 — Her,   myrrh,  fur,   early,   tongue,   Ella,    Anna,    Ida,    allegory, 
Jamaica. 

11 — Tarry,  eighty,  carry,  vary,  jury,  Polly,  tidy,  copy,  lucky,  buggy, 
mossy,  alcohol. 

12 — Motto,  Mattie,  Minnie,  money,  Peary,  Peru,  bouquet,  Cairo 
(Egypt),  billow,  Ballou,  bellow. 

13 — Tire,  attire,  peal,  appeal,  go,  ago,  way,  away,  door,  adore,  fair, 
affair. 

14 — Kick,  kicked,  cake,  caked,  cook,  cooked,  calm,  calmly,  cubic. 

15 — Monopoly,    Catholic,    damage,     apology,    notoriety,    manage, 
embargo,  technique,  Tennessee. 

16 — Eunich,   unique,   coffee,   cooky,   Cuckoo,  huffy,   hemorrhage, 
temporary. 

17 — Fair,  fairer,  fairly,  unfair,  unfairly,  enigma,  Panama,  tyranny, 
deputy. 

TEST  WORDS— WRITING  EXERCISE. 

69.  For  the  teacher's  inspection,  write  the  words  in  paragraph  73, 
as  directed  in  paragraph   37.      Write    in  position  only  outlines  of 
primitives  composed  of  one  or  two  stems,  and  their  derivatives ;  as 
for  instance,  "  fair,"  "  fairer,"  "  fairly,"  "  unfair,"  unfairly,"  etc. 

70.  The  position  of  a  primitive  outline  should  not  be  changed 
when  the  formative   signs  of  a  derivative  are  added.     That  is  to 
say,  "  kicked  "  takes  the  position  of  "  kick,"  "  caked  "  the  position  of 
"  cake,"  "  cooked  "  the  position   of  "  cook,"  "  calmly  "  the  position 
of  "  calm,"  "  cubic  "  the  position  of  "  cube,"  etc.     (See  line  14  of 
plate  8.) 

71.  As  before   stated,  primitive  words  of  three  or  more  stems 
can  generally  be  read  without  the  aid  either  of  vowel  signs  or  vowel 
indication,  and  therefore  their  outlines  are  usually  written  with  the 


44 

first  non-horizontal  stem  resting  on  the  line,  regardless  of  the  accented 
vowel.  (See  line  15  of  plate  8.)  This  is  the  second  position, 
and  is  styled  the  reporter's  position,  because  (being  most  con- 
venient) it  conduces  to  speedy  writing.  Of  course,  the  writer  may 
position  these  longer  forms  if  he  wishes,  but  it  entails  extra  mental 
and  manual  work,  and  experience  has  proven  it  to  be  unnecessary. 

72.  Let  it  again  be  impressed,  that  shorthand  rules  apply  mainly 
to  primitive    words.      Therefore,    in    all    cases    of    outlining,   the 
primitive  form  must  first  be  determined  before  position  is  consid- 
ered.    Then  apply  rule  laid  down  in  paragraphs  33,  and  69  to  72. 

73.  Test  Words. — 111,  isle,  pique,  peak,  touch,  tongue,  tub,  tube, 
tomb,  among,  monkey,  chunk,  fang,  pang,  vogue,  aid,  add,  oily,  owl, 
pitch,  patch,  robe,  rub,  income,  dignity,  dignify,  mammoth,  Tennessee, 
Dakota,  deputy,   unique,   eunich,  policy,  taffy,   defy,  talk,   autumn, 
domino,  July,  March,  ire,  Erie,  raw,  law,  awl,  moody,  muddy,  middy, 
gag,  gagged,  knock,  nag,  job,  jab,  Jim,  gem,  jam,  dimity,  damage, 
Geneva,  fatigue,  naughty,  natty,  gnome,  numb,  loaf,  love,  Tom,  dome, 
thump,  thumb,  aside,  wreckage,  balm,  batch,  botch,  took,  pull,  buck, 
book,  hoodoo,  oath,  thy,  thigh,  dim,  dam,  fame,   dame,  magic,  gong, 
gang,  owes,  bog,  bar,  thong,  knife,   enough,  nephew,  pink,  occupy, 
outcome,  noisy,  honey,  hanger,  ravage,  revenge,  chink,  rank,  rink, 
Rooney. 


45 


PtATE  9. 

EXERCISE  ON  VOWELS -TWO  DIRECTION  CONSONANTS. 


THIRD  STAGE.— GUIDE   TO  USE  OF  TWO-DIRECTION  SIGNS. 

74.  Copy  plate  9  in  exercise  book,  and  translate  as   directed  in 
paragraph    5.     The   following    paragraphs  contain  the   information 
necessary  for  an  intelligent  transcript ;  study  them  carefully. 

75.  The  use  of  the  Two-Direction  signs  was  hinted  at  in  the  con- 
sonant lesson.     A  detailed  explanation   has  been  reserved  for  this 
lesson,  as  the  two-direction   stems  are  freely   used  to  imply  vowel 
relation. 


46 


76.  There  are  but  two  relations  which  a  vowel  may  sustain  to  a 
consonant  in  spoken  language.     It  may  occur  before  the  consonant 
(as  in  "  ire  "),  or  it  may  occur  after  the  consonant  (as  in  "  rye  "). 

77.  (a)  Note  that  the  before  order  is  fixed   in   the   names  of  the 
downward  directions  of  R,  L,  and  Sh ;  and  the  after  order  in  the 
names  of  the  upward  directions,  viz.: 


Down. 

Up. 

u-R 

R-u 

u-L 

L-u 

u-SH 

SH-u 

(&)  Choice  between  these  two  directions  is  made  to  indicate  the 
relative  order  of  vowel  and  consonant  in  syllables,  and  hence  the 
following  rules. 

78.  Write  the  downward  direction  when  the  consonant  immediately 
follows  a  beginning  vowel,  as  in  "ark"_^v "elm"  £^.."Ashby "J.... 

\ 

or,  when  the  consonant  is  the  last  sound  in  a  word,  as  in  "fill  "_.br- 
"fire".^x~-  "  fish  "JS_.     (See  lines  1  and  2  of  plate  9.) 

79.  Write  the  upward  direction  when  the  consonant  is  the  first 

sound  in  a  word,  as  in  " rake  ",XZ7l.''lame'.'/r^..._" shabby  1L_/L_. 
or  when  the  consonant  immediately  precedes  a  final-vowel  sound,  as  in 

' 'fellow ::AJ*:..." fiery ".^/..." fishy ".W._     (See  lines  3   and  4  of 
plate  9.) 

80.  Caution. — The  preceding  rules  do  not  apply  to  L  or  Sh  when 
not  joined  to  other  stems,  as  their  direction  must  not  be  changed  when 
standing  alone.     That  is  to  say,  they  cannot  be  used  to  suggest 
vowel  order  except  when  joining  with  another  stem  indicates  direction 
of  movement,  and  thus  renders  choice  between  the  two  directions 
permissible.     Lu  must  be  used  for  words  like  "  ill  "  and  "  lie,"  and 


47 

Ush,  used  for  words   like  "  ash  "  and  "  shy,"  no 'matter  whether  the 
vowel  precedes  or  follows  the  consonant.     (See  line  5  of  plate  9.) 

81.  However,  as  R  is  provided  with  a  distinct  sign  for  each  di- 
rection, choice  between  its  two  directions  may  be  used  to   suggest 
vowel  order  even  when  its  signs  stand  alone  ;  viz.,  Rye  <v_.  ire.Ij. 

82.  When  R  is  the  only  consonant  in  a  word,  and  it  is  both  pre- 
ceded and  followed  by  a  vowel  sound  (as  in  "  array  "),  the  beginning- 
vowel  suggestion  is  recognized  and  the  downward  direction  written, 
viz.,  " array  "„„->,_;  but  if  no  vowel  sound  precedes  the  R,  then  the 
upward  direction  is  used;  viz.,  "ray','^1.     (See  line  5  of  plate  9.) 

VOWEL   INDICATION— RECAPITULATION. 

83.  (a)  The  learner  is  now  provided  with  two  methods  of  implying 
(suggesting)  vowels  ;  viz.,  stem  position,  and  variation  of  consonant 
outline  produced  by  change  of  stem  direction. 

(£)     Stem  position  indicates  what  vowel  is  to  be  read. 

(c)     Variation  of  outline  indicates  where  the  vowel  is  to  be  read ; 
that  is,  its  order  of  occurrence  with  reference  to  the  consonants. 

84.  A  clear  understanding  of  these  two  methods  of  vowel  indica- 
tion paves  the  way  to  a  rather  free  omission  of  the  vowel  signs — thus 
conferring  an  important  gain  in   speed  of  writing  without  any  serious 
loss  of  legibility. 

85.  It  follows  from  the  preceding  statements  that,  wherever  short- 
hand provides  more  than  one  way  of  writing  a  consonant,  there  is 
opportunity  for  vowel  indication.     This  is  the  foundation  thought  of 
the  subsequent  lessons. 

86.  (a)  The  thickened  Um  (Ump-b)  comes  under  this  head,  provid- 
ing as  it  does  an  extra  way  of  representing  the  combinations  Um-P  and 
Um-B.     (fy  Ump-b  indicates  the  absence  of  a  medial  vowel  sound 
and   the   coalescence    of   the   two    consonants,    as    in   "  imp  "J^~ 
"  hemp"...*-* "  imbue" ._  ;  while  Um-Pu  or  Um-Bu  indicates  the 


48 

presence  of  a  medial  vowel  sound  and  the  non-coalescence  of  the 
two  consonants,  as  in  "map"^?\. ,  "mob  .l.^Lv..  (See  line  6  of 
plate  9.) 

87.  Note  that  coalescence  of  consonants  means  the  absence  of  vowels 
between ;  while  the  non-coalescence  of  consonants  means  the  presence 
of  vowels  between.     These  terms  will  be  used  quite  freely  throughout 
this  work. 

88.  (a)  When  the  aspirate  and  R-sounds  are  in  combination,  the 
Hu-stem  is  used  with  Ru,  and  the   Heh-tick  with  Ur.     Hence,  the 
expression  of  R  must  first  be  determined  before  choice  between  the 
Hu-stem  and  the  Heh-tick  can  be  made.     For  instance,  in  outlining 
"  hero,"  Ru  is  used  because  a  final-vowel  sound  immediately  follows  the 


R;  consequently  the  aspirate  is  expressed  by  Hu;  viz.,  Hero  _£L 

(b)  In  outlining  "  hear,"  Ur  is  used  because  R  is  the  last  sound  in 
the  word;  hence,  the  aspirate  is   expressed  by  the   Heh-tick;  viz., 

Hear.j!L..     (See  line  7  of  plate  9.) 

89.  The  aspirate  sound  in  connection  with  a  following  L  is  best 
expressed    by   the    Heh-tick   on   Lu ;    viz.,    HaiL./^T.    help._/^\_. 
healthy_/^l...unhealthys^T{'  .     (See  line  8  of  plate  9.) 

90.  As  before  remarked,  the  vowel  signs  should  be  written  for 
the  present  in  order  to  associate  them   indelibly  with  the  stem-posi- 
tion and  with  the  various  consonant  forms.     As  sentence  and  letter 
practise  is  introduced,  and  the  student  gains  the  assistance   of  a 
context,  the  vowel  signs  may  be  pretty  freely  omitted  and  the  vowels 
indicated  by  the  use  of  stem-position  and  the  various  ways  of  writing 
certain  consonants.     (See  paragraph  31.) 


49 

REGARDING  EXCEPTIONS    TO    RULES    GOVERNING    USE    OF 
TWO-DIRECTION  CONSONANTS. 

91.  The  syllabic  rules  covering  the  two-direction  consonants  are 
by  most  text-books  and  teachers  made  inoperative  by  the  introduction 
of  a  bewildering  mass  of  exceptions  mistakenly  in  the  interest  of 
speed.  It  should  be  understood  that  a  check  to  the  mental  means  a 
check  to  the  manual — and  exceptions  to  rules  always  impose  mental 
checks.  An  unfacile  form  evolved  from  a  simple  rule  flows  from  the 
pen  much  more  rapidly  than  a  more  facile  one  that  eludes  the 
memory  because  of  exceptional  features.  The  mind  recalls  it  with 
so  much  more  readiness  that  the  hand  has  more  time  for  its  careful 
tracing.  Consequently,  the  minimizing  of  exceptions  not  only  favors 
speedy  and  intelligent  mastery  of  the  principles,  but  also  promotes 
speed  in  practise.  And  even  if  some  objectionable  forms  do  occa- 
sionally result  from  a  rather  general  application  of  rule,  there  is 
vindication  in  the  fact  that  vastly  more  illegibility  results  from  a 
loose  method,  or  a  total  lack  of  one.  And  there  is  additional  con- 
solation in  the  reflection  that  the  intelligent  practitioner  can  be 
depended  upon  to  modify  theoretical  forms  when  the  exigencies  of  his 
practice  demand.  The  strictness  with  which  the  two-direction  con- 
sonant rules  are  adhered  to  depends  upon  ease  and  legibility  of 
joining,  and  therefore  exceptions  must  be  left  largely  to  the  judgment 
of  the  individual  writer.  The  neater  the  penmanship,  the  more 
legible  the  shorthand  combinations ;  hence,  certain  combinations  are 
safe  for  some,  and  illegible  and  dangerous  for  others.  Experience 
alone  can  settle  these  points.  The  two-direction  consonants  repre- 
sent two  classes  of  spoken  syllables  (those  having  vowels  before  the 
consonant,  and  those  having  vowels  after  the  consonant),  and  the 
more  closely  syllable-writing  is  adhered  to,  the  more  easily  the 
reporter  will  follow  the  speaker — the  more  rapid  will  be  the  mental 
action.  For  the  preceding  reasons  the  rules  governing  the  use  of 
the  two-direction  consonants  will  be  closely  adhered  to  in  the  outlines 
presented  to  the  learner ;  only  a  few  indisputably  necessary  excep- 
tions will  be  recognized.  Learning  will  thus  be  vastly  simplified, 


50 

and  practise  suffer  no  injury.  To  reiterate  :  where  a  rule  is  departed 
from  for  a  trivial  reason,  the  perception  of  it  is  dulled  and  its  benefit 
lost.  The  advantage  to  be  gained  by  the  use  of  an  exception  should 
be  so  apparent  as  to  cause  no  misgiving.  When  in  doubt,  stick  to 
rule  ! 

92.  However,  while  in  the  majority  of  cases  the  average  writer 
finds   no   difficulty  in  following  the  syllabic  guide  offered  by  the 
two-direction   consonants,  there  are  a  few  legitimate  occasions  for 
exception,  viz.: 

93.  Ru-Ur  when  rapidly  written  looks  like  Lu-Ur.     Therefore,  if 
Ru  is  used  for  the  first  of  two  R  sounds  (as  required  by  theory 
in  writing  "  rear  "  and  "  roar ;  or  "  borrower,"  derived  from  "  bor- 
row "),  then  Ru  must  also  be  used  for  the  second  R,  regardless  of 

the  vowel  relation  ;  viz.,  Rear  ./^ borrower  V<       . 

94.  Ru-Um  join  without  an  angle,  and  the   combination  would 
dangerously  resemble  Lu  or  Lu-ku.     Therefore  R,  when  immediately 
followed  by   Um,  should  be  represented  by  Ur ;  viz.,  Room. -r^.... 

V-v.' 

arm  ..-^^._. 

95.  Write  Ush  (not  Shu)  when  immediately  followed  by  Ur  or 
Um;  viz.,  Shower     ;.  ...shame J^ . 

96.  Write  Ru  and  Lu  when  immediately  followed  by  Tu  or  Uf ; 
viz.,   Allowed ./^..Joud  .^rj._elf £\^.  alive .^^.....aright ^... right.^ 

97.  Of  course,  a  joining  that  is  bad  for  Tu  is  also  bad  for  its 
mate  Du ;  and  this  remark  applies  to  the  other  stems  referred  to. 
As  an  experiment,  write  the  words  presented  in  paragraphs  92  to  96 
according  to  the  rules  laid  down  in  paragraphs  78  and  79;  this  will 
evidence  the  necessity  for  the  exceptions.     These  exceptional  cases 
tax  the  memory  more  than  the  outlines  \yhich  conform  to  rule,  and 
therefore  require  extra  practise. 

98.  Caution. — The  rules  laid  down  in  paragraphs  78  and  79  apply 


51 

to  the  two-direction  stems  only  when  they  are  the  first  or  the  last  stems 
in  an  outline.  When  these  sounds  occur  in  the  middle  of  an  outline, 
as  in  "  bulb,"  etc.,  the  upward  direction  is  preferred  because  it  tends 
to  keep  the  outline  above  or  near  the  line  of  writing ;  viz.,  Bulb \LA. 
apology  _\/f7'...,  etc.  In  the  middle  of  outlines  the  downward  direc- 
tion is  used  only  when  required  by  a  primitive  form  or  ease  of 

combination  ;  viz.,  Bear  .\  ..bearer  \^ farm  .V^_.._    etc.     (See  lines 

10  to  12  of  plate  9.)  ^ 

KEY  TO  OUTLINES  IN  PLATE  9. 

99.  Line  1 — Error,  allure,  argue,  Arab,  alcohol,  veer,  veal,  alma, 
Cole,  deal,  Nile,  nigher. 

2 — Gear,  mire,  buyer,  jeer,  weigher,  bush,  Ashney,  fish,  irony, 
allege,  bawl. 

3 — Rake,  lily,  rig,  rally,  borrow,  bellow,  "vary,  villa,  Lumly,  ledge. 

4 — Rainy,  Shawnee,  miry,  bushy,  fishy,  alkali,  narrow,  carry,  delay, 
Kelly. 

5 — Oil,  owl,  law,  awl,  shy,  ash,  ashy,  raw,  ear,  arrow,  Ira,  rye. 

6 — Imp,  imbue,  hemp,  embody,  imbued,  impute,  Pompey,  camp, 
mob,  map,  mapped,  mobbed. 

1 — -Hurried,  harmony,  higher,  hire,  Harveyize,  heroic,  Hiram,  hark. 

8 — Helm,  haul-hall,  howl,  hole-whole,  Helena,  Hilda,  hellish, 
healthy,  unhealthy,  Halsey. 

9 — Roared,  reared,  rhyme,  ram,  share,  sham,  alto,  alive,  arid. 

10 — Bulk,  tyranny,  March,  park,  Bushong,  apology,  borrow,  bor- 
rower, bear,  bearer. 

11— Carry,  carrier,  jury,  juror,  fair,  fairly,  fairer,  Lesham,  Forney, 
merino. 

12 — Monopole,  monopoly,  formula,  alimony,  lamina,  ideal,  ideally, 
kingly. 

13 — Hire,  hirer,  high,  higher,  merry,  merrier,  reviewer,  ritual, 
manual,  timely. 

14 — Radial,  readily,  effectual,  effectually,  retire,  rotary,  denial, 
royal,  royally. 


52 

WRITING  EXERCISE. 

100.  Test  Words. — For  the  inspection  of  the  instructor,  write  the 
following  words  as  directed  in  Chap.  3,  paragraph  42. 

(a)  Mite,  impel,  labial,  lovely,  dire,  diary,  ark,  rakish,  four,  ferry, 
Ashby,  Shebu,  Ashley,  Shelly,  foal,  filly,  ledge,  allege,  Elmira,  Leroy, 
rally,  Bill,  Billy,  Boyle,  chair,  cherry,  core,  Cory,  narrow,  nigher,  Zero, 
Czar,  weigher,   Cole,   Kelly,   Neal,   Nelly,  Melba,   Toronto,   deride, 
torrid,  alcohol,   alkali,  camera,  foliage,  Pharisee,  variety,  impurity, 
corona,  hear,  forage,  verify,  notoriety,  notary,  lure,  allure. 

(b)  Primitives  and  Derivatives. — Time,  timely,  untimely,  timelock ; 
dim,  dimly ;  royal,  royally,  royalty ;  early,  earlier ;  mellow,  mellower, 
mellowed ;    hurry,   hurried,   hurriedly ;    marry,   married,   unmarried ; 
period,  periodic,  periodically;  poor,  poorer,  poorly;  merry,  merrily, 
merrier  (see  par.   93)  ;  borrow,  borrowed,  borrower ;  bear,  bearer ; 
jolly,  jollier,  jollity ;    terrify,  terrific    (see   par.    98) ;    deny,   denial, 
denied. 

QUIZ  ON  VOWELS. 

101.  The  following  quiz  brings  out  the  prominent  points  of  the 
lesson.     The  learner  should  conscientiously  qualify  himself  to  answer 
these  queries. 

1.  How  many  elementary  vowels  are  recognized  in  Phonography  ? 
2.  How  many  diphthongs  ?  3.  What  is  a  diphthong  ?  4.  What 
point  of  a  stem  is  styled  its  first  position  ?  5.  What  point  is  its  third 
position  ?  6.  In  case  of  the  two-direction  stems,  is  the  vowel  placed 
before  or  after  the  consonant  in  the  names  of  the  downward  direc- 
tion ? — in  the  names  of  the  upward  direction  ?  7.  Is  the  downward 
direction  for  L  ever  used  when  standing  alone  ? — -why  ?  8.  Is  the 
upward  direction  for  Sh  ever  used  when  standing  alone  ? — why  ? 
9.  How  many  first-position  vowels  are  there  ? — second-position  ? — 
third-position  ?  10.  How  may  confusion  be  avoided  in  writing  first- 
position  and  third-position  vowel  signs  between  two  stems  ? — write 
"cheap,"  "chap,"  "rig,"  "rag."  11.  How  may  confusion  be 


53 

avoided  in  writing  second-position  vowel  signs  between  two  stems? — 
write  "choke,"  "  chuck."  1'2.  Do  M  and  P  coalesce  or  pon-coalesce 
in  "damp?" — in  ''  mope  ?  "  13.  When  vowel  signs  are  omitted,  in 
what  ways  may  they  be  indicated? — write  "time,"  "  tame,"  "  tomb," 
"  vale,"  "  villa."  14.  Should  Heh  or  Hu  be  used  in  writing  "her  "  ? 
— which  should  be  used  in  writing  "  hurry  "?  15.  In  contrasting 
'•'essay"  and  "assay,"  which  are  the  distinguishing  vowels  ?  16. 
What  is  the  primitive  portion  of  "  untimely "?  17.  What  are  the 
formative  sounds  of  the  derivative  "  untimely  "  ?  18.  If  vowel  sounds 
may  be  generally  indicated  by  means  of  stem-position  and  variation 
of  outline,  what  is  the  use  of  learning  vowel-representation  ?  19. 
What  prevents  the  unvarying  application  of  the  two-direction  con- 
sonant rules  as  laid  down  in  paragraphs  78  and  79  ?  20.  In  outlining 
"  roar,"  why  not  follow  the  syllabic  rule  and  write  Ru-Ur  ? — why  not 
write  Ru-Um  for  "  Rome  "  ?  21.  In  outlining  "  ale,"  in  which  direc- 
tion should  the  consonant  be  written  ? — which  direction  in  outlining 
"  shy  "  ? — which  direction  for  "  raw  "  ? — which  for  "  arrow  "  ?  22- 
To  what  outlines  is  stem-position  restricted  ? 

KEY  TO  PLATE  10— SENTENCE  PRACTICE  ON  VOWELS 
AND  CONSONANTS. 

102.  The  following  sentences  afford  practice  on  the  vowels  and 
consonants,  and  will  be  found  an  agreeable  diversion  from  writing 
isolated  words.     The  sentences  are  not  only  free  from  word  signs, 
but  the  words  are  associated  in  such  a  way  as  to  inductively  impress 
the  instruction.      The  student  is  thus  assured  of  not  acquiring  anything 
he  will  have  to  unlearn.     The  limitation  this  careful  treatment  imposes 
upon  the  selection  of  words  will  excuse  the  trivial  nature  of  the 
sentences. 

103.  Method  of  Practising  with  the  Sentences. — First  read  the  short- 
hand notes  in  plate  10,  at  the  same  time  copying  them  in  exercise 
book.     Omit  the  drudgery  of  writing  the  longhand  translation  in  the 
exercise  book,  merely  inserting  the  number  of  each  sentence  for  refer- 
ence purposes.     After  the  entire  plate  has  been  read  and  copied  in 


54 

this  way,  then  write  from  the  longhand  key  into  shorthand,  merely 
numbering  the  sentences  as  before.  Shorthand  a  complete  sentence 
before  comparing  with  plate  10  for  verification ;  this  tests  ability  to 
properly  apply  the  instruction.  All  mistakes  should  be  thoroughly 
investigated  and  the  underlying  instruction  in  the  text  reviewed. 
This  procedure  will  result  in  the  sentences  being  written  in  the  exer- 
cise book  twice,  thus  insuring  interested  repetition.  If  possible,  write 
the  sentences  from  dictation  until  they  can  be  written  readily  and 
neatly  without  error.  Note  that  the  shorthand  period  is  a  small  cross. 

1.  Jack  Cole  saw  Billy  Boyle  in  my  back  room.  2.  They  may 
tarry  if  they  repair  my  tire.  3.  They  may  go  if  they  come  back 
early.  4.  Maria  may  see  Josiah  White  in  Chicago.  5.  They  may 
see  our  ball  game  if  they  like.  6.  They  may  make  money  if  they 
buy  cheap  sheep.  7.  Fire  may  thaw  thick  ice  easily.  8.  They  may 
see  our  Catholic  bishop  in  Utica  if  they  hurry  along.  9.  Jennie 
Murray  came  early  in  her  carriage.  10.  Nellie  took  Neal  Jacoby 
my  lovely  bouquet.  11.  They  may  see  my  peacock  if  they  like.  12. 
They  live  in  Siam.  13.  Bob  Rokeby  may  use  my  bathrobe.  14. 
Edith  Maloney,  they  say,  ate  ham  at  my  picnic.  15.  Harry  Harvey 
may  ride  in  my  buggy.  16.  Rebecca  Robotham  came  via  Altoona. 

17.  Polly  may  come  out  in  my  car  ;  may  Paul  also  ask  her  nephew  ? 

18.  They  make  doughy  cake  at  her  shop.     19.   Lucy  Mayer  saw 
Timothy  Murray  in  Allegheny.     20.  Dick  Forney  may  use  my  cue. 
21.  Our  chimney  may  fall  if  they  push.     22.  They  may  show  me 
Nile  valley  ere  they  come  home.     23.  Hilda  Hickey  hung  her  hat  irv 
my  room.     24.  Carrie  Carr  may  ride  in  my  coupe.     25.  They  may 
row  our  boat  in  Lake  Erie.     26.  They  may  make  Geneva  Avenue 
"  no  thoroughfare."     27.    Her  hero  took  refuge  in   my  villa.     28. 
They  may  cash  my  check  if  they  take  in  enough  money.     29.  Barney 
Byram  saw  my  lame  lamb  limp  by  our  elm.     30.  My  door-hinge  hung 
poorly. 


55 


PLATE  10. 
SENTENCE  PRACTICE  ON  VOWELS  AND  CONSONANTS. 


56 


CHAPTER   V. 


INTRODUCTION   TO  ABBREVIATING  DEVICES. 

1.  The  Consonant  and  Vowel  lessons  lay  the*  foundation  of  short- 
hand.    For  this  reason  they  have  been   presented    very  carefully. 
The  succeeding  lessons  constitute  the  superstructure,  as  they  natur- 
ally grow  out  of  and  rest  upon  the  consonant  and  vowel  foundation. 
They  treat  of  methods  of  abbreviation,  and  are  classified  under  the 
following  heads : 

2.  Contractions,   such   as  "  Co."   for  "  company,"  "  ad."   for 
"  advertisement,"  etc. 

3.  Phrasing,  by  which  is  meant  the  joining  together   of   the 
signs  of  several  closely  related  words,  such  as  "  I-will-be,"  etc. 

4.  Stem  modification,  by  means  of  which  several  consonants 
are  grouped  upon  one  stem.     Stems  are  modified  in  six  different 
ways  ;  viz.:  (a)  By  turning  their  beginnings  into  circles  and  loops. 
(&)  By   turning   their  terminations  into  circles  and  loops.     (<:)  By 
diminishing  the  length  of  stems  one-half,  styled  "  Halving."     (d)  By 
turning  the  beginnings  of  stems  into  hooks,  styled  "  Initial  Hooks." 
(<?)  By  doubling  the  length  of  stems,  styled  "  Lengthening."     (/)  By 
turning  the  terminations  of  stems  into  hooks,  styled  "  Final  Hooks." 

5.  These  various  subjects  will  now  be  considered  in  detail. 

CONTRACTIONS,  ETC. 
SEE  PLATE  11. 

6.  There  are  many  words  of  frequent  occurrence  the  full  outlines 
of  which  would  prove  a  serious  hindrance  to  the  attainment  of  reporting 
speed.     Such  words  are  contracted  and  represented  by  one  or  more 
of  their  most  distinctive  consonants;  for  instance,  "ad."  for  "adver- 
tisement," "  reg."  for  "  regular,"  etc.     Each  of  the  lessons  mentioned 


57 

in  paragraph  4  has  its  own  peculiar  words  of  this  class,  which  will  be 
found  conveniently  arranged  for  memorizing  at  their  proper  stages. 
Plates  11  and  11-a  present  those  covered  by  the  consonant  and  vowel 
lessons.  Before  undertaking  the  memorizing  of  the  signs  in  these 
plates,  paragraphs  7  to  26  should  be  carefully  studied. 

7.  In  a  few  cases,  the  full  outlines  of  words  like  "  any,"  "  own," 
and  "  know  "  are  thrown  into  different  positions  without  regard  to 
their  accented   vowels,  in   order  to  avoid  conflicts.     For  instance : 
"  any  "  placed  in  the  first  position  and  "  own  "  in  the  third,  in  order 
to  avoid  conflict  with  "  know "  which  is  allowed  to   remain   in  the 
second  position — to  which  latter  position  all  three  words  legitimately 
belong.       Such    words,    though    not    contractions,    require    special 
memorizing,  and  are  therefore  included  in  the  special  lists. 

8.  Occasionally  a  full  form  in  its  proper  position  is  introduced  in 
the  list  of  contractions  in  order  to  evidence  the  necessity  of  throwing 
out   of   position    a    similar   sign    for   some   other   conflicting  word. 
"  Know  "  and  "  each  "  belong  to  this  class.     (See  plate  11-a.) 

PLATE  1 1 . 

WORD  SIGNS  AND  CONTRACTIONS. 

VOWEL  WORD  SIGNS. 
All   —.1 Awe-Already „_.'__.  Ought   ' 

Too  _>.,...  O-Oh-Owe i.._.Who        ._/...„ 

Two 

Or     . '__.  On  (up)__I_ 

But     ..._j Should  (up) __,,.__ 

A .. An-and .............. 

You  _..A._._  I  ..        .    How He  (down).... 


PLATB  11-A. 

STEIVI  WORD  SIGNS  AND  CONTRACTIONS. 

Improve 
Are        /  _______  It  ___  I  _____    -ment   _  ,e^.  ___  Never 

Will  ___  C_  ______  Any___±l  ____  Them  -They  ._(_.._     C][ess  C".. 

x-  Notlnyith- 

Year  ______  I  _________  No-Know.  ...s_^_._  Though  ..........  /....  standing   _.__XL_ 

Hope-Happy- 
Your        r~          Own  ______  ......  _______      Party  ____  X.  ____  Machinery. 

I  Thing-  Manu- 

Dollar  ______  J  _______  English  .  ____  ______  Peculiar-ity_S  _  facture 

.  Manu- 

Do  _  .........  1  _______  Language  _js__*.._  Bank  ______  \^__  facturer 

Had-Adver-  Manu- 

tisement      I  ____  Long  .  ......  ._..  ......  Bankrupt  .\^._  factory,. 

Each  __  '__  __       Company     _     BankruplcyV        Regular-ity 


Ever 


/  -  \  ~^ 

Which  _  i_  ____  Given  ..........  .  ..........  Object  ______  \  .......  .  Irregular-ity_J\  _ 

Acknow- 
Much  _    /_  ________  Together  _______     ledge  _____  ~7      Enlarge  ..J^?.  ____ 

_n  ______  Ago  .._  ...............  Knowledge  _„_...„.  Largely.  .....  ./  .  ___ 

r~ 


Have V. Think .(. Familiar-ityV^r^  Unusual 

Thank- 
However_X;.- Thousand / Average       I          Represen 

Be \._ For  V, Virginia  _._.\L _  Familiarly_X_=^x_- 

To  be      _\  Half     _i         _  Writer      «?  Regularly  ^^C 

\  T 

Irregu- 
Advantage  _/ Was 1 Rather  .^2. larly   _.J| ^r._ 

Large  / _  Use  (v) \ _  Legislature../^.....  Peculiarly ..\ ^ 

Wish         -s         Whose ^ New ^_^_ Represented^_J_L 

Shall } Whom Now_..._s_^ Into ____L 

Issue i Him  _J^L New  York  ..v^_.  Unto ..^1... 

Important- 
Usual-ly ^ Importancej!!!!..!  New  Jersey..^... 


59 

9.  Where  syllables  or  words  are  connected  by  hyphens,  it  indi- 
cates that  such  several  words  are  represented  by  the  same  sign.     For 
instance  :  "  Usual-ly  "  means  that  "  usual  "  and  "  usually  "  are  repre- 
sented by  the  same  sign ;    "  they-them  "  means  that  "  they  "  and 
"  them  "  are  represented  by  the  same  sign,  etc. 

10.  A  figure  after  the  name  of  a  sign  indicates  its  position;  viz., 
Du-3  indicates  that  Du  is  to  be  written  in  the  third  position,  etc. 

NOMENCLATURE. 

11.  "  Nomenclature  "  is  from  i(  nomen  "  (meaning  "  name  ")  and 
"  clature  "   (meaning   "  call  ")  —  signifying  literally   "  name-calling." 
This  word  includes  the  special  terms  used  in  any  branch  of  study. 
In  the  nomenclature   is   crystallized  the   important  thought  of  each 
lesson ;  and  the   student  who  masters  the   nomenclature  must  inci- 
dentally acquire  a  fair  understanding  of  the  lesson.     The  nomen- 
clature is  the  connecting  link  between  the  spoken  words  and  their 
shorthand  signs. 

12.  For  reference  purposes,  the  term  "  word  sign  "  will  be  used 
in  referring  to  single  characters  in  the  special  lists  (whether  complete 
or   incomplete    expressions    of   words),  such  as    Du-3    representing 
"  advertisement,"    or   Un-3    representing   "  own ;"    while    the   term 
"  contraction  "  will  be  used  to  signify  those  incomplete  forms  which 
are  represented  by  two  or  more  stems,  such  as  Ru-Gu  for  "  regular," 
etc. 

13.  Twenty-four  words  are    represented   by  the    signs    of   their 
vowel  sounds,  and  these  signs  are  therefore  called  "  vowel  word- 
signs."     (See  plate  11.)     All  word-signs  in  plate  11-a,  as  well  as  all 
others  to  be  hereafter  presented,  are  consonant  forms. 

14.  The  labor  of  both  instructor  and  student  will  be  lightened  if 
the  dash-vowel  word-signs  are  named  after   the   consonant    stems 
which  they  resemble.     For  instance  :  The  sign  for  "  all  "  resembles  Bu 
in  slant  and  shade ;    for  "  awe-already  "  resembles  Du ;( for  "  ought  " 
resembles  Ju,  etc.     A  descriptive  name  is  secured  by  adding  to  the 


60 

names  of  the  consonant  stems  the  syllable  "  oid,"  which  means 
"like"  or  "resembling."  This  syllable  is  found  in  "spheroid" 
(sphere-like),  "  alkal-oid  "  (alkali-like),  "  anthrop-oid  "  (man-like),  etc. 
Consequently,  "  Budoid  "  means  that,  the  sign  looks  like  a  short  Bu ; 
"  Dudoid,"  like  a  short  Du ;  "  Judoid,"  like  a  short  Ju  ;  "  Putoid," 
like  a  short  Pu ;  "  Rutoid,"  like  a  short  Ru  (written  upward) ; 
"  Chutoid,"  like  a  short  Chu  (written  downward),  etc. 

15.  According  to  this  nomenclature,  the  vowel  signs  in  plate   11 
are  described  as  follows :    All,   Budoid-1  ;    awe-already,  Dudoid-1 ; 
ought,  Judoid-1 ;  too,  Budoid-2  ;  O-oh-owe,  Dudoid-2 ;  who,  Judoid-2 ; 
of,  Putoid-1 ;  or,  Tutoid-1 ;  on,  Rutoid-1  ;  to,  Putoid-2  ;  but,  Tutoid-2  ; 
should,  Rutoid-2  ;  the,  Dot-1 ;  a,  Dot-2 ;  an-and,  Dot-3 ;  you,  Yuh-2 
(the  reason  for  this  name  will  develop  in  the   Coalescent   lesson); 
I,  Putoid-Rutoid-1 ;  how  (which  is  represented  by  either  the  first  or 
the  second  half  of  its  diphthong  sign,  according  to  the  necessities  of 
joinings),  Rutoid-3  or  Putoid-3  ;  he,  Chutoid-1. 

MEMORY  ASSISTANCE. 

16.  Of  the  dash-vowel  word-signs,  those  for  "  on  "  and  "  should  " 
are   invariably   written    upward — Rutoid.      "  How  "  is    represented 
by  either  the  first  half  or  the  second  half  of  its  diphthong   sign, 
according  to  the   convenience   of  joinings ;    the    first    half    may  be 
written  either  Rutoid  or  Chutoid,  but  the  second  half  is  always  written 
down  (Putoid).     •  All  the  other  dash-vowel  word-signs  are  invariably 
written  by  downward  movements. 

17.  The  signs  for  "new  "  and  "now  "  have  joined  to  them  the 
signs  of  their  diphthongs.     In  the  case  of  "  new-knew  "  the  semi- 
circle is  tilted   sidewise  to  simplify  the  combination.     In   case  of 
"now,"  the  first  half  of  the  diphthong  (Rutoid)  blends  with  the 
Un-stem ;  only  the  second  half  (Putoid)  shows. 

18.  "  Nevertheless  "  and  "  notwithstanding  "  are  represented  by 
the  signs  of  their  first  two  consonants,  intersected. 

19.  "  New  York  "  is  represented  by  the  sign  of  its  abbreviation 


61 

(N.  Y.),  the  Un  being  written  in  the  position  of  the  word-sign  for 
"  new." 

20.  "  New  Jersey  "  is  written  as  if  pronounced  "  New  Juzy,"  the 
Zu-stem  being  added  to  more  certainly  distinguish  it  from  New  York 
when  carelessly  written. 

21.  The   sign   for  "any"  is  vocalized  with  the  second-position 
light  dot,  in  order  to  avoid  conflict  with  "  in." 

22.  Where  the  same  sign  is  presented  for  two  or  more  words  (as, 
for  example,  Du-3  for  both  "  advertisement  "  and  "  had  "),  the  student 
need  have  no  misgiving,  but  may  rest  assured  that  there  is  no  danger 
of  legitimate  conflict.     The  practice  would  not  be  recommended  if 
experience  had  not  demonstrated  its  safety.     The  context  will  guide 
in  determining  the  word  to  be  read,  as  it  does  in  longhand  in  cases 
of  words   spelled  alike,   such  as  "read,"  "row,"  "  tear,"  etc.;  viz.: 
"  They  may  tear  the  paper,"  "  She  shed  a  tear ;"  "  She  may  read," 
"  They  have  read ;"  "  Jacob  may  row  on  the  lake,"  "  They  kicked  up  a 
row,"  etc. 

DEFINITION   OF  THE  TERM  "CONFLICTING." 

23.  Conflicting  words  are  those  that  are  interchangeable  in  a 
sentence  and  alter  the  sense  without  affecting  the  construction  of  the 
sentence.     For  instance,  "  me  "  and  "  him  "  are  conflicting  words,  as 
evidenced  by  the  following  sentences  :  "  She  gave  it  to  him  ;"  "  She 
gave  it  to  me."     Consequently,  "  me  "  and  "  him  "  must  be  carefully 
distinguished  in   shorthand  writing.     But  "they"  and  "them "are 
not  conflicting  words,  because  they  are  not  interchangeable,  as  evi- 
denced by  the  following  sentences  :  "  She  gave  it  to  they,"  "  She 
gave  it  to  them  ;  "  They  may  go,"  "  Them  may  go."     Consequently, 
"  they  "  and  "  them  "  may  be  represented  by  the  same  sign  in  short- 
hand writing,  as  choice  will  be  indicated  by  the  context  (by  which  is 
meant  the  grammatical  arrangement  of  the  various  parts  of  a  sentence, 
as  well  as  one's  knowledge  of  the  subject). 


62 


DERIVATIVES   FROM  WORD-SIGNS. 

24.  Derivatives  from  word-signs  are  formed  by  adding  the  sign 
of  the  formative  sound  or  sounds  of  the  derivative  to  the  primitive 
word-sign,  the  primitive   sign  being  allowed  to  retain   its  position. 
See-fourth  column  of  plate  11-a:  Un-Ju  for  "  en-LARGE,"  Un-Zhu 
for  "  un-USUAL-LY,"  etc.     See  page  25,  paragraph  64,  for  defini- 
tions of  the  terms  "  primitive,"  etc. 

25.  In  the  illustrations  in  paragraph  24,  the  primitive  word  is 
printed  in  capitals,  and  the  formative  syllable  of  the  derivative  is 
printed   in   small   type.     This    practice  will   be  adopted  in   future 
illustrations  of  this  kind. 

26.  (a)  If  the  sign  of  the  primitive  word  lacks  some  of  its  term- 
inal consonants,  as  in  the  case  of  Ru-Gu  for  "  regu(lar),"this  fact  may 
be  indicated  by  disjoining  the  sign  of  the  final  formative  sound  of  a 
derivative,  as  "  ly  "  of  "  regu(lar)ly,"  etc. 

(£)  If,  however,  the  final  consonant  of  the  primitive  word  is 
present  in  its  sign,  then  the  sign  of  the  final  formative  sound  should 
be  joined  if  convenient,  as  in  case  of  "LARGE-ly."  (See  fourth 
column  of  plate  11-a.) 

QUIZ  ON  WORD-SIGNS  AND  CONTRACTIONS. 

27.  1.  What   is    the   meaning    of    nomenclature?      2.    What   is 
the  technical   difference  between    a  word-sign    and    a   contraction  ? 
3.  Give  the  descriptive  name  of  the  word-sign  for  "  on  " — for  "  he  " 
— for  the  upward  sign  for  "  how  " — for  the  downward  signs  for  "  how  " 
— for  "  all  " — for  "  who  " — for  "  I."     4.  How  many  of  the  dash-vowel 
word-signs  are  written  upward  ?     5.  How  is  "  New  Jersey  "  distin- 
guished from  "  New  York "  ?      6.    Name   the   primitive  portion   of 
"  untimely " — name   the   formative    syllables    of   the  derivative.     7. 
Should  the  "  ly "  sign  be   disjoined   in   outlining  the  word  "  pecul- 
iarly"?— why?     8.  Should  the  "  ly  "  sign  be  disjoined  in  outlining 
the  word   "  calmly  "  ? — why  ?     9.  Are   "  he  "  and  "  him  "  conflicting 
words  ? — "  our  "  and  "  her  "  ? 


63 

28.  The  subject  of  Phrasing  will  now  be  considered,  after  which 
a  series  of  sentences  is  presented  as  an  aid  to  learning  the  word- 
signs,  phrases,  etc. 


CHAPTER   VI. 


PHRASING. 

1.  (a)  A  spoken  phrase  is  a  combination  of  two  or  more  words  hav- 
ing a  specially  close  relationship  ;  as  for  instance,  "  they  may,"  "  in  the 
way,"  etc.     A  rapid  speaker  blends,  or  slurs,  together  the  words  of 
a  legitimate  phrase  so  that  they  address  the  ear  as  closely  connected 
as  the   syllables  of  a  single  word,  and  the  reporter  sympathetically 
inclines  to  join  their  signs   as   he  would  the   signs  of  the  several 
syllables  of  a  word.     (^) .  Also,  where  in  the  slurred  phrase  certain 
sounds   are  omitted,  the  reporter  omits  them   from  the  shorthand 
representation,   as   in   "you   will"   (heard   as  "you'll"),  "I   have" 
(heard  "  I've  "),  etc. 

2.  Caution. — The  mission  of  the  shorthand  phrase-sign  is  to  indi- 
cate the  close  relationship  of  the  connected  words.     The  indiscrim- 
inate  linking  of  the    shorthand    characters  without    regard   to   the 
dependence  of  the  associated  words   (as  for  instance,  "  I  will-if  you 
give  me-money-for  them)  is  not  phrasing,  and  should  not  be  practised. 

3.  Carefully  note  the   following  points    in    regard  to  the  short- 
hand representation  of  the  spoken  phrase  : 

4.  The    pronoun  "  I  "   (which,   when   standing  alone  is  written 
Putoid-Rutoid)    may  in  phrases  be   represented  by  either  Putoid  or 
Rutoid   singly,  as  better  suits  the  combination.     The  sign   for  "  I  " 
must  always  be  written  above  the  line,  whether  phrased  or  standing 
alone.     To  illustrate : 

I-have  (I've)  I-will  (I'D    I-think     I-am  (I'm)    I-know     I-shall 

JL £       J_ 


64 

PHRASE  POSITION. 

5.  The   first  word  of  a  phrase   (with  the  exception   of  "  he ") 
retains  its  position.     See  line  1  of  plate  12  :  I  may,  you  may,  I  will, 
you  will,  if  they,  for  them,  to  think,  of  them,  shall  be,  you  are  (you're). 

6.  The  second  word  of  a  phrase  may  also  be  given  its  position  if 
the  first  word    is    not   thereby    deprived    of    its  position.     This  is 
practicable  when  a  first-position  dash  or  a  horizontal-stem  word-sign 
is  followed  by  a  descending  non-horizontal  stem.     See  line  2  of  plate 
12 :    I  think,  I  thank,  I  do,  I  had  (I'd),  in  each,  in  which,  in  much, 
in  them,  in  view.     In  cases  like  the  preceding,  the  first-position  dash 
or  horizontal  is  (without  sacrificing  its  position)  raised   or  lowered 
slightly  to  accommodate  itself  to  the  position  of  the  descending  sign. 

7.  "  He "   (represented  by  the  aspirate  tick)   is  legible  in   any 
position  when  phrased,  and  it  is  therefore  made  to  assume  the  posi- 
tion of  the  sign  to  which  it  is  joined.     See  line  3  of  plate  12  :    He 

will  (he'll),  he  was,  he  had  (he'd),  he  may. 

* 

8.  In  all  cases  other  than  those  specified  above,  only  the  first 

word-sign  is  written  in  position,  and  no  attempt  is  made  to  give  posi- 
tion to  the  other  words  of  the  phrase.  See  line  3  of  plate  12 :  Your 
leave,  by  your  leave,  by  them,  may  think,  I  will  be,  you  will  be. 

9.  While  the  joining  of  the  signs  of  the  several  words  composing 
a  phrase  is  akin  to  the  process  of  joining  the  signs  of  the  several 
syllables  composing  an  individual  word,  there  is  this  important  differ- 
ence in  their  positioning  :  an  individual  word  like  "  knotty,"  "  natty," 
etc.,  has  its  first  non-horizontal  stem  placed  in  the  desired  position ; 
whereas  in  case  of  a  phrase,  the  sign  of  the  first  word  is  placed  in 
position,  regardless  of  whether  such  sign  is  horizontal  or  non-hori- 
zontal.    See  line  4  of  plate  12,  and  contrast  "knotty  "  with  "  natty," 
and  "  any  time  "  with  "  no  time." 

10.  The  dash-vowel  word-signs  should,  as  a  rule,  only  be  phrased 
when  occurring  as  the  first  word  of  a  phrase,  as  they  then  retain 
their  position,  which  is  essential  to  their  distinctiveness.     Exception, 


65 

however,  is  made  in  favor  of  "  should "  and  "  he,"  which  may  be 
written  occasionally  as  the  second  word.  See  line  4  of  plate  12  :  You 
should,  if  he,  you  should  be,  if  he  was,  you  should  know,  you  should 
think.  This  causes  no  conflict  with  tick  for  "  the  "  to  be  explained 
later. 

SPECIAL   PHRASES  AND   DISTINCTIONS. 

11.  Rutoid-1   for  "I"   never  conflicts  with  the  sign  for  "he," 
which  is  always  written  Chutoid.     Contrast : 

I  had...!...,  he  had../....:  I  was..!...,  he  was._).J_ 

12.  (a)  The  word  "  the  "  is   phrased  by  a  tick  which  is  written 
Chutoid  or  Rutoid,  according  to  convenience  of  joining.     This  tick 
may  be  written  either  at  the  termination  or  in  the  middle  of  outlines, 
but  not  at  the  beginning.     See  line  5  of  plate  12 :  In  the,  on  the, 
for  the,  hear  the,  in  the  way,  on  the  way,  was  the.     (U)  In  writing 
"the,"  preference  should  be  given  the  tick  rather  than  the  dot.     The- 
dot  should  be  used  only  when  "  the  "  begins  a  sentence,  or  when  the 
tick  cannot  be  joined  easily  and  legibly  at  the  termination  of  signs. 

13.  (a)  The  word  "  and  "  may  be  phrased  by  a  Kutoid-tick,  writ- 
ten at  the  beginning  or  in  the  middle  of  outlines.     The  "  and  "-tick 
always  assumes  the  position  of  the  sign  to  which  it  is  joined.     See 
line  6  of  plate  12 :  And  you,  and  to,  and  he,  and  who,  and  will,  and 
have  the,  and  they  will,     (fi)  In  the  phrase  "  and  I,"  use  the  full 
diphthong  sign  for  "  I."     See  line   6    of   plate  12:   And  I,  and  I 
think,  and  I  have,  you  and  I.     (<")  When  the  Kutoid  does  not  join 
easily,  use  the  dot  below  the  line  for  "  and."     Exception  is  made  in 
the  case  of  the  common  and  useful  phrase  "&  Co.,"  in  which  Tutoid  is 
allowed,  as  Kutoid  would  not  join  legibly ;  viz.,  ._L=__.     This  causes 
no  conflict  with  "but,"  as  it  is  never  phrased  with  Ku.     (</)  Do  not 
write  the  "  and  "  tick  at  the  termination  of  outlines. 


66 


PLATE  12. 
EXERCISE  ON  PHRASING,  PREFIXES  AND  SUFFIXES. 


o    r  1  V     ^-/  ^-/ 

-_ ?•    L       r  i       i/        y      ^-/        ^. 

\  "t  ""  /"• 

/^— >!•  "V^->|V 


^....    A^... 


14.  (a)  One  of  the  most  exasperating  mistakes  which  a  reporter  can 
make  is  to  transcribe  "  a  "  or  "  an  "  for  "  the,"  or  vice  versa.  "  The  " 
is  definite,  whereas  "  a  "  and  "  an  "  are  indefinite.  Cases  have  been 
thrown  out  of  court  and  litigants  put  to  the  expense  of  a  new  trial  on 
account  of  the  substitution  of  one  of  these  words  for  the  other. 
(b)  Kutoid  may  be  used  for  "  a  "  or  "  an  "  at  the  end  of  strokes  to 
which  the  "  the  "-tick  is  written  Chutoid,  as  there  is  then  no  risk  of 
accidental  resemblance  in  careless  writing.  Contrast  Un-Kutoid 
with  Un-Chutoid.  But  this  should  not  be  practised  where  Rutoid  is 


67 

used  for  "  the,"  as  conflicts  would  surely  ensue.  Contrast  Tu-Rutoid 
with  Tu-Kutoid.  (<:)  Neither  "  a  "  nor  "  an  "  should  be  represented 
by  a  tick  at  the  beginning  of  strokes,  as  conflict  with  "  and  "  would 
result.  All  risk  is  avoided  by  using  dots  for  "  a  "  and  "  an  "  except 
in  combinations  as  above  specified. 

15.  "A  "  and  "  an  "  have  the  same  meaning  in  speech — the  choice 
being  governed  entirely  by  smoothness  of  utterance.     To  facilitate 
the  glide  from  one  word  to  another,  "  a  "  is  used  before  a  word  which 
begins  with  a  consonant  sound,  and  "  an "  is   used  before   a  word 
which  begins  with  a  vowel  sound.     For  instance :  A  pear,  an  ape. 
This  is  a  valuable  aid  in  reading  unvocalized  notes,  as  a  dot  on  the 
line   indicates   that  the  following  word   begins  with    a    consonant, 
whereas  a  dot  below  the  line  indicates  that  the  following  word  begins 
with  a  vowel. 

16.  The  useful  phrase  "  and  the  "  is  written  Kutoid-2-Chutoid— 
that  is,  with  the    Kutoid  resting  flatly  upon  the  line;   viz.,,.     This 
treatment  avoids  conflict  with  "and  he,"  "and  who,"  etc.     (See  signs 
of  these  latter  phrases  in  line  6  of  plate  12.) 

17.  Each  shorthand  principle  contributes  some  peculiarity  to  the 
phrasing  scheme,  and  the  learner's  full  acquirement  of  the  subject 
must  wait  upon  his  mastery  of  the  various  lessons.     The  most  ap- 
proved examples  will  be  presented  from  time  to  time,  and  they  should 
be  thoroughly  learned.     In  addition  to  the  illustrations  given  in  the 
preceding  paragraphs,  the  following  common  and  useful  phrases  are 
presented  in  this  lesson  (line  7  of  plate  12) :  I  will  be,  you  will  be,  I 
shall  be,  I  think  you  will  be,  he  will  be,  if  you  are,  I  think  you  are, 
in  which  you  are,  I  shall  have  ;  (line  8),  if  they  will  be,  you  should 
have,  ought  to  be,  I  have  had,  will  say,  I  will  say,  I  hope  you  will,  I 
hope  you  will  be ;  (line  9),  of  them,  of  which,  of  much,  of  which  you 
will,  of  which  you  are,  to-day,  to-morrow,  to  which,  to  which  you  are, 
to  which  you  will,  it  was,  which  was ;  (line  10),  to  the,  of  the,  by  the, 
by  the  way,  in  your,  in  them,  of  your,  of  them,  of  our. 


68 

ADVANTAGES  OF   PROPER   PHRASING. 

18.  No  part  of  shorthand  is  perhaps  so  little  understood,  and  at 
the  same  time  so  much  abused,  as  that  of  phrasing.     Many  reporters 
unjustly  condemn  it  simply  because  they  never  acquired  the  ability 
to  intelligently  use  it,  and  therefore  find  it  dangerous  in  their  practice. 
It  is  a  good  tool ;  but  if  its  use  is  not  thoroughly  mastered,  it  had 
better  be  let  alone.     All  may  understand  it,  however,  with  a  little 
patient  study ;  and   it  is  well  worth  cultivating,  as  proper  phrasing 
confers  legibility  as  well  as  speed. 

COMPOUND  WORDS. 

19.  Word-signs  are  used  to  represent  the  syllables  of  other  words, 
as  in  the  case  of  "  any  "  and  "  thing  "  combined  to  represent  "  any- 
thing."    These  compound  words  (as  they  will  be  termed)  are  treated 
after  the  manner  of  phrases — the  sign   of  the  first  syllable  being 
given   its  position.     See  line   11    of  plate   12:  Anything,   anybody, 
nobody,  hereto,  heretofore,  although. 

PREFIXES  AND  SUFFIXES. 

20.  A  Prefix  is  a  beginning  syllable  common  to  many  words,  as 
"  com  "  and  "  con  "  in  words  like  "  compel"  "  convey"  etc. 

21.  A  Suffix  is  a  terminal  syllable  common  to  many  words,  as 
"  ing  "  and  "  ingly,"  in  words  like  "going"  "  lovingly"  etc. 

22.  («)  The  prefix  "  con  "  or  "  com  "  is  represented  in  shorthand 
by  a  dot  immediately  preceding  the  beginning  of  a  stem.     See  line 
12  of  plate  12:    Convey,  compel,  connive,  commit,  condemn.     (/>) 
Note  that  the  two  "  N's  "  of  "  connive  "  are  included  in  the  syllable 
represented  by  the  dot.     This  is  also  true   of  the  two  "  M's "  of 
"commit." 

23.  Occasionally  the  "  con  "  or  "  com  "  syllable  may  be  implied 
by  writing  the  sign  preceding  it  over  or  near  the  sign  following  it. 
See  line  12  of  plate  12  (the  parentheses  indicate  the  omitted  syllables)  '. 
my  (com)pany,   1   will    (con)vey,   ac(com)pany,   ac(comm)odate.     It 


69 

will  be  noticed  that  the  sign  preceding  the  omitted  "  con  "  or  "  com  " 
may  be  either  that  of  a  separate  word  or  of  a  preceding  syllable  of 
the  same  word. 

24.  The  suffix  "  ing  "  is   expressed  by  a  dot  placed  immediately 
after  the  termination  of  a  stem.     See  line  13  of  plate  12:  Condemn- 
ing, accompanying,  in  compelling,  lying. 

25.  "  Ing-the  "  may  be  represented  by  writing  the  tick  for  "  the  " 
disjoined  in  the  "  ing  "-dot's  place.     "  Ing-you  "   may  be   similarly 
expressed  by  writing  "  yuh  "  disjoined  in  the  "  ing  "-dot's  place.     See 
line  13  of  plate  12:  Conveying  the,  hearing  you,  in  condemning  the, 
wringing  the,  hoping  you. 

26.  "  Ingly  "  is  represented  by  a  heavy  slanting  tick  written  dis- 
joined in  the  "  ing  "-dot's  place.     See  line  14  of  plate  12  :  Mockingly, 
lovingly,  jokingly,  laughingly,  daringly,  feelingly,  knowingly. 

QUIZ  ON   PHRASING,  ETC. 

27.  1.  Connect  by  hyphens  the  words  composing 'proper  phrases 
in  the  following  sentence  :  "  I  will  be  in  the  meadow  to-morrow  in 
time  to  help  you  if  you   are  ready  to   mow  the  hay."     Write  this 
sentence  in  shorthand.     2.  Which  half  of  the  diphthong-sign  (Putoid 
or  Rutoid)  is  used  in  phrasing"!  will"? — "I   have"?     3.  Write 
"  and  I  know  "  as  a  phrase.     4.  Which  word  of  a  phrase  generally 
retains  its  position  ?     5.  Is  the  second  word  of  a  phrase  ever  given 
its  position,  and  if  so  under  what  circumstances  ?     6.  Is  the  tick  tor 
"  the  "  ever  written  at  the  beginning  of  signs  ?     7.  When  is  the  dot 
used  for  "  the  "  ?     8.  Is  the  tick  for  "  and  "  ever  used  at  the  end  of 
stems  ?     9.  When  Kutoid  does  not  join  legibly  at  the  beginning  of 
stems,  how  is  "  and  "  represented  ?     10.  Does  the  use  of  the  indefinite 
word  "  a  "  indicate  that  the  following  word  begins  with  a  vowel  or 
with  a  consonant? — "an"?     11.  What  is  a  "  compound  "  word  ? — 
what  governs  its    position?      12.    How  may  the  prefix  "con"  or 
"  com  "  be  implied  instead  of  being  written  by  the  dot  ? — write  "  your 
company "    in    shorthand.     13.    How    is    "  ing-the "    represented   in 


70 

shorthand  ? — "  ing-you  "  ? — "  ingly  "  ?     14.  How  are  "  I  "  and  "  of  " 
distinguished  in  writing  the  phrases  "  I  think  "  and  "  of  them  "  ? 

SENTENCE  PRACTICE  ON  WORD-SIGNS,  PHRASES,  PREFIXES, 

SUFFIXES,  ETC. 

28.  The  sentences  in  paragraph  31  are  intended  as  a  pleasurable 
aid  to  memorizing  the  word-signs,  phrases,  etc.     (See  plates  13  and 
14.)     In  constructing  the  sentences,  care  has  been  taken  to  asso- 
ciate words  in  such  a  way  as  to  insure  a  valuable  review  of  the 
principles,  as  well  as  to  demonstrate  the  necessity  of  certain  distinc- 
tions.    Also,  while  ample  practise  is  afforded  on  phrasing,  it  has 
been  so  restricted  as  to  give  the  word-signs  all  necessary  prominence, 
and  thus  facilitate  their  acquirement.     Practise  with  these  sentences 
as  directed  in  paragraph  103,  page  53. 

OMISSION  OF  VOWEL  SIGNS. 

29.  The  grammatical  dependence  of  words  in  a  sentence  proves 
a  great  help  in  reading  shorthand  forms.     For  this  reason,  if  the 
consonant  form  is  fairly  suggestive,  the  vowel   signs  may  very  often 
be  safely  omitted.     This  has  been  done  to  a  limited  extent  in  plates 
13  and  14  in  order  to  accustom  the  learner  to  reading  unvocalized 
outlines.     The  practise  will  be  gradually  increased  in  subsequent 
exercises. 

POCKET  COMPANION  FOR  THE  WORD-SIGNS,  ETC. 

30.  The  learner  should  provide  himself  with  a  small  blank  book 
in  which  he  should  copy  all  the  word  signs,  phrases,  and  special 
forms  of  all  kinds  which  may  be  gleaned  from  the  book,  from  class 
instruction,  or  from  whatever  source.     A  few  pages  may  be  allotted 
specially  for  brief  characters  like  the  vowel  word-signs.     The  con- 
sonant-stem word-signs  and  phrases  should  be  arranged,  for  conven- 
ience of  reference,  in  the  order  of  the  phonographic  arrangement 
found  in  plate  1  j  viz.,  Pu,  Bu,  Tu,  Du,  Chu,  Ju,  etc.     This  book 
can   be  carried   in  the  pocket,  and  will  prove  an  invaluable  aid  in 
memorizing  the  word-signs,  etc.,  being  everywhere  and  at  all  times 
available  for  consultation. 


71 


PLATE  13. 
SENTENCE  PRACTICE  ON  WORD-SIGNS,  ETC. 

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ri-.N^.— s— <. / 

_^    v  _^_     >  _.  o  ^-_     J    I  j<  20. 

23± Z..v...v^^..vr- v 

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v,    ^  -k^-^  \ 

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30.        V     •<**••  \  ^^/    J  v     81. 


72 


PLATK  14. 
SENTENCE  PRACTICE  ON   WORD-SIGNS,  ETC. 

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...M,._^x/\|..±l...LA.:      r^u, 34,...(...k..:  lA.  _..».£. - 

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.40. 

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KEY  TO  PLATES  18  AND  14. 
SENTENCE  PRACTISE  ON  WORD-SIGNS,  PHRASES,  ETC. 

31.  This  exercise  should  be  practised  until  it  can  be  written 
neatly  and  accurately  from  dictation  without  hesitation : 

1.  All  ought  to  feel  awe  on  looking  at  the  foaming  pool.  2.  They 
already  kno.w  how  many  will  be  at  the  party,  and  they  ought  to  be 
ready  for  them.  3.  Two  of  the  company  will  go  to  New  York  to-day, 
and  come  back  to-morrow  and  go  to  New  Jersey.  4.  Too  many  owe 
money  which  they  will  never  repay.  5.  He  or  I  will  see  you  at  the 
bank.  6.  Who  will  represent  them  in  the  Legislature  ?  7.  An  im- 
portant improvement  came  to  my  knowledge  a  month  ago  which  I 
think  you  will  acknowledge  to  be  of  importance,  although  you  may 


73 

deem  it  peculiar.  8.  By  paying  a  dollar  each  month  you  will  pay 
for  your  advertisement  in  a  year.  9.  A  thousand-dollar  bill  was 
given  for  the  farm.  10.  Notwithstanding  the  high  rate,  I  nevertheless 
think  the  company  will  ship  many  sheep  to  Chicago  in  May.  11.  A 
manufacturer  of  rope  will  ere  long  locate  in  Toledo.  12.  The 
machinery  should  be  ready  for  the  manufacture  of  ice  at  the  manu- 
factory to-morrow.  13.  If  you  are  bankrupt  you  may  take  advantage 
of  the  bankruptcy  law.  14.  Do  you  know  they  own  a  farm  in 
Tacoma  ?  15.  My  knowledge  of  the  English  language  I  think  above 
the  average.  16.  I  am  usually  on  time.  17.  They  now  have  the 
new  coach  ready  for  use.  18.  However  much  they  do  for  him,  he 
will  never  think  to  thank  them.  19.  I  wish  to  own  a  copy  of  your  new 
book,  and  shall  buy  a  copy  if  you  ever  issue  it.  20.  .1  hope  you  will 
be  happy  at  the  party.  21.  You  should  give  half  of  your  money  to 
the  needy.  22.  It  was  an  unusual  thing  for  anybody  to  do.  23. 
She  was  too  familiar  altogether ;  I  object  to  her  familiarity.  24. 
He  was  usually  allowed  to  use  the  large  room.  25.  My  home  was 
in  Virginia  ere  I  came  to  live  in  New  York.  26.  The  party  whose 
name  I  saw  on  the  check  was  a  rather  poor  writer.  27.  Obadiah 
and  Maria  are  here  ;  the  two  came  together.  28.  Rebecca  and  Jacob 
are  regular,  but  Timothy  and  Josiah  are  irregular.  29.  I  admire  the 
regularity  of  Rebecca  and  Jacob,  but  condemn  the  irregularity  of 
Timothy  and  Josiah.  30.  They  will  enlarge  the  tobacco  manufactory 
ere  long.  31.  A  few  pay  regularly,  but  many  pay  irregularly.  32. 
He  looked  at  me  peculiarly  and  familiarly.  33.  I  will  be  represented 
in  the  committee  by  my  nephew.  34.  They  condemn  me  for  going 
to  the  ball,  though  I  was  accompanied  by  my  nephew.  35.  You 
should  compel  him  to  compare  the  sheep  ere  buying.  36«  I  am  con- 
veying the  book  to  the  auditing  committee.  37.  The  community  will 
commit  an  error  .in  conniving  at  the  wrong-doing  of  the  company. 
38.  I  shall  show  the  book  to  nobody  to-day,  but  anybody  may  see  it 
to-morrow.  39.  In  each  room  you  will  see  a  bath-tub  in  which  any- 
body may  bathe  on  paying  the  fee.  40.-  She  looked  at  me  laughingly. 
41.  Heretofore  nothing  was  given  by  him  to  the  poor,  although  I 


74 

was  ready  to  take  anything  in  the  way  of  food  or  fuel.  42.  The  use 
of  tobacco  was  altogether  too  common  in  the  army.  43.  The  day  I 
was  at  the  sea-shore  he  was  in  bathing.  44.  They  took  the  baby  and 
the  boy  for  a  ride.  45.  I  saw  him  buying  a  lovely  bouquet.  46.  If 
he  was  in  the  room,  he  should  have  looked  for  me.  47.  If  I  do  go, 
he  will  say  I  had  to.  48.  To  whom  are  you  talking  ? 


CHAPTER   VII. 


INTRODUCTION  TO  STEM  MODIFICATIONS. 

1.  The  remaining  lessons  in  the  book  treat  of  extra  methods  of 
writing  certain  consonants  by  means  of  stem  modifications  (see  page 
56,  par.  4).     The  increased  shorthand  material  thus  furnished  opens 
up  to  the  learner  every  avenue  of  reporting.     A  smaller  supply,  and 
consequently  easier  system,  could  be  more  readily  mastered,  but  the 
learner  would   be   forever   barred   out   from   the  more  useful  and 
remunerative  fields  of  reporting.     A  few  weeks  extra  of  study  during 
the  learning  stage  will  be  amply  repaid  by  after  years  of  superior 
results. 

2.  The  aim  of  the  subsequent  instruction  is  to  enable  the  student 
to  avoid  the  use  of  stems  when  they  are  not  needed  to  furnish  places 
for  vowel  signs — thus  securing  an  increase  of  speed  without  any 
sacrifice  of  legibility.     The  first  thing,  then,  is  to  understand  when 
stems  are  necessary.     The  use  of  the  stems  has  been  pretty  thor- 
oughly explained  in  the  previous  lessons  ;  but  to  refresh  the  student's 
memory,  the  following  generalization  is  here  presented  : 

3.  Stems  are  required  to  provide  place  for  vowel  signs : 

(a)     When  there  is  only  one  consonant  in   a  word,  as  in  "  so," 
"  way,"  etc. 

(£)     When  a  consonant  immediately  follows  a  beginning  vowel,  as 
in  "  ask,"  "  awake,"  etc. 


T5 

(c)  When  a  consonant  immediately  precedes  or  immediately  follows 
two  concurrent-vowel  sounds,  as  in  "  Siam  "  (Si-am),  "  poet "  (po-et), 
"  pious  "  (pi-us),  etc. 

(d~)  When  a  consonant  immediately  precedes  a  final-vowel  sound, 
as  in  "  fussy,"  "  pity,"  "  penny,"  etc. 

4.  The  use  of  stem  modifications  is  confined  to  cases  not  covered 
by  the  foregoing  paragraphs. 

5.  Each  stem-modification  lesson  covers  a  certain  class  of  words, 
which  words  are  withheld   until  that  particular  lesson   is   reached. 
The  student  is  thus  assured  of   not  acquiring  anything  he  will  have 
to  unlearn. 

SCALE. 

PHONOGRAPHIC  YARD-STICK  FOR  REFERENCE  PURPOSES. 

6.  For  convenience  of  reference,  there  is  here  presented  a  scale 
showing  the  order  in  which  the  sounds  of  the  different  modifications 
are  to  be  read  when  several  occur  on  the  same  stem.     In  the  absence 
of  any  one  or  more  of  the  modifications  specified  on  page  56,  the 
remaining  ones  are  read  in  the  same  relative  order  as  shown  in  the 
scale.     This  scale  will  be   introduced    in    each  subsequent  lesson, 
showing  the  modifications  possible  up  to  and  including  that  lesson. 
The  scale  also  shows  the  relative  order  of  reading  vowel  signs,  which 
it  will  be  observed  is  always  either  immediately  before  or  immediately 
after  the  stem-sound — the  coalescing  L,  R,  or  large  Wu  hook  being 
considered  as  welded  parts  of  the  stem. 

1 — Uns-curl. 

'2 — Beginning  circle  or  loop. 

3— Small  Wu-hook. 

4 — Vowel  before  stem. 

5 — Stem. 

6 — L,  R,  or  large  Wu-hook. 

7 — Vowel  after  stem. 


76 

8 — Syllable  added  by  lengthening  stem. 

9 — Final  hook. 

10 — T  or  D  added  by  halving  stem. 
11 — Final  circle  or  loop. 
12 — Sun  or  Eshon  curl. 

7.  As  the  average  student  of  shorthand  experiences  as   much 
difficulty  in  determining  what  the  sounds  of  words  really  are  as  he 
does  in  learning  the  shorthand  signs  for  those  sounds,  to  bridge  over 
this  difficulty  the  analysis  of  some  of  the  most  puzzling  words  will  be 
shown  from  time  to  time  in  parentheses. 

8.  With  this  introduction,  the  use  of  the  stem  modifications  will 
now  be  considered  in  detail. 


CHAPTER   VIII. 


.CIRCLES  AND  LOOPS. 
FIRST  STAGE— PARAGRAPHS  1  TO  31. 

1.  (a)  This  lesson  treats  of  two  circles   and  two  loops,  which 
represent  S  and  Z  sounds  and  various  combinations  of  them.     Not 
the  S  and  Z  letters,  let  it  be  emphasized,  but  the  sounds,  no  matter 
how  represented  in  the  common  spelling.     Phonography  expresses 
what  is  heard,  and  not  what  is  seen.     (&)  Where  words  in  subsequent 
illustrations  are  connected  by  hyphens  it   indicates  that  they  are 
pronounced  alike,  and  therefore  written  alike  in  shorthand. 

2.  (a)  A  small  circle  at  the  beginning  of  an  outline  indicates  that 
the  sound  of  S  (regardless  of  the  common  spelling)  is  the  first  one 
to  be  read;  that  is,  no  vowel  sound  can  be  read  before  it.     See 
line    1   of   plate    15:    Site-sight-cite,    spy,  .seek,  sky,  sell-cell,  Sam, 
cinch  (sinch).     (fy  A  pure  S  sound  is  simply  a  hiss,  for  which  reason 
it  is  styled  the  "  sibilant,"  which  means  "  hissing." 


77 

3.  Beginning   Z  is   expressed  by   its   stem,  in    order   to   clearly 
distinguish  between  such  words  as  "  seal  "  and  "  zeal,"  etc.     See  line 
1  :  Seal,  zeal. 

4.  A  small  circle  at  the  termination  of  an  outline  indicates  that 
the  sound  of  S  or  Z  (regardless  of  the  common  spelling)  is  the  last 
one  to  be  read ;  that  is,  no  vowel  sound  can  be  read  after  it.     See 
line  2  :  Ax  (aks),  days-daze,  tax-tacks,  lax-lacks. 

5.  (a)  Note  that  the  letter  X  generally  combines  the  two  sounds 
"  ks,"  and  is  so  represented  in  shorthand.     (/;)  The  term  "  coalescence  " 
will  be  applied  to  blending  consonant  sounds  (as  "  st"  in  "  past,"  "str" 
in  "  pastor,"  etc.     These   consonants  are   not-coalescing  (i.  e.,  non- 
coalescing)  in  "  upset "  and  "  restore."     Coalescing  vowels  are  illus- 
trated by  the  diphthongs  presented  on  page  27,  par.  2,  and  page  32, 

par.  19. 

PLATE  15. 
WORD-EXERCISE  ON  CIRCLES  AND  LOOPS. 


78 

6.  (a)  A  large  circle  indicates  the  combination  of  two  sounds  of 
S  or  Z  separated  by  merely  a  vowel  sound,  as  in  "  system  "  (sys-tem) ; 
not  two  S  letters,  be  it.  understood  (as  in  "pass"),  but  two  sounds, 
no  matter  how  many  letters  or  what  letters  may  be  used  in  the  com- 
mon spelling.     (H)  The  large  circle  may  be  used  at  either  end  of 
outlines,  provided  the  requirements  of  paragraph  3,  page  74,  are  not 
violated.     See  line  2  (the  sound-groups  represented  by  the  large  circle 
are   pointed  off   by    colons):    Sys:tem,    suspicious    (sus :  pi :  shus), 
access  (ak :  ses),  taxes  (tak :  ses),   sources  (sor :  ses),  faces  (fa  :  ses). 

7.  (a)  A  small  loop,  made  narrow  and  covering  about  one-half  of 
a  stem,  expresses  coalescing  "  st  "  sounds,  no  matter  how  represented 
in  the  common  spelling.     (<£)  The  small  loop  may  be  written  at  either 
end  of  stems,  provided  the  requirements  of  paragraph  3,  page  74,  are 
not  violated.     See  line  3  (the  loop  sounds  are  pointed  off  by  colons) : 
St :  eps,  pa :  ste-pa  :  ced,  ra  :  ced  (raste),  pa  :  st-pa  :  ssed,  taxed  (tak :  st). 

8.  (a)  A  large  loop,  made  broad  and  covering  about  two-thirds 
of  a  stem,  expresses  coalescing  "  str  "  sound-groups,  no  matter  how 
represented  in  the  common  spelling,     (li)  The  Str-loop  is  used  at  the 
termination  of  stems  only  ;  never  at  the  beginning.     Care  must  be 
taken  to  avoid  violating  requirements  of  paragraph  3,  page  74.     See 
line  3  (the  "  str "  sound-groups  are  pointed -off  by  colons):  Pastor 
(pa  :  str),  Dexter  (Dek  :  str),  lob  :  ster,  inve  :  stor,   He :  ster.     (<:)  The 
representation  of  beginning  "  str  "  (as  in  "  strike  ")  is  well   provided 
for  in  a  subsequent  lesson. 

9.  An  additional  sound  of  S  or  Z  immediately  following  a  large 
circle  or  either  of  the  loops  is  expressed  by  turning  a  small  circle  on 
the  back  of  the  stem.     See  line  4 :  possesses  (po  :  ses :  es),  co :  st :  s, 
ma :  ster :  s,  ho  :  st :  s,  li :  st :  s. 

CIRCLES  AND  LOOPS  IN  THE   MIDDLE  OF  OUTLINES. 

10.  The  circles  may  be  used  between  crossing  stems  to  represent 
either  S  or  Z  sounds.     See  line  4,  plate  15 :  Desk,  resist,  justice  (justis), 
visit  (vizit),  possessed  (posest),  necessary  (ne:ses:  ary),  lisp. 


79 

11.  (a)  The  attempt  to  turn  circles  between  crossing  stems  often 
results  in  loop  appearances.     Therefore,  to  avert  the  danger  of  con- 
flict, the  loops  between  crossing  stems   are  never  read  for  "  st  "  or 
"  str,"  but  as  circle  sounds  only.     See  line  5  :  Excel  (eksel),  nasal, 
wisely.     (b~)   Between  crossing  stems  "  st  "  is  expressed  by  the  small 
circle  and  the  Tee-stem.     See  line  5  :  Caustic,  rustic,  vestige. 

12.  The  loops  may,  however,  be  used  for  "  st"  or  "  str"  between 
stems  that  do   not  cross,  as  under  such  circumstances  they  can  be 
clearly  distinguished  from  the  circles.      See  line  5   and  contrast  : 
Joseph,  justify  ;  design,  destiny  ;  missive,  mystify. 

GUIDE   TO   TURNING  THE  CIRCLES  AND  LOOPS  ON  AND 
BETWEEN   STEMS. 

13.  (a)  Definitions.  —  A  circular  motion  in  the  direction  described 
by  the  hands   of  a  clock  is  termed  "  Right  "   motion.     A  circular 
motion  in  the  direction  contrary  to  that  described  by  the  hands  of  a 
clock  is  termed  "  Left  "  motion. 

Rule  1.  —  On  straight  stems  when  written  singly,  turn  circles  and  loops 
by  Left  motion  ;  viz.,  \>  [  /°  n  o  ^  t  c^  0  \  o  / 

Rule  2.  —  On  curves  when  written  singly,  turn  circles  and  loops  on 
inside  of  curve  ;  viz.,  Va  a  a  \o  Vo  KD  * 

Rule   3.  —  Between  repeated   straight   stems    (as   Ku-Ku,    Tu-Tu, 

^yS 
/          X 

Rule  4.  —  Between  straight  stems  joined  at  an  angle  (as  Du-Ku, 
Ru-Ku,  etc.),  turn  on  outside  of  angle  ;  viz.,  j  _  /*  V> 

-  r 


Rule  5.  —  Between  a  straight  and  a  curved  stem  (as  Vu-Tu,  Um-Ku, 
etc.),  turn  on  inside  of  the  curve  ;  viz.,  ^     /—  &  —    ^-P     o\    V>    * 


80 

Rule  6. — Between  two  curves  (as  Vu-Ul,  Un-Ul,  Wu-Lu,  Un-Um, 
etc.),  turn  in  the  most  convenient  direction — generally  on  the  inside 
of  Um  when  it  is  one  of  the  two  curves;  viz., 


(<£)  Lines  4  to  6  illustrate  the  writing  of  circles  and  loops 
between  stems.  Keys  to  lines  4  and  5  will  be  found  in  paragraphs  10 
to  12.  See  line  6  for  outlines  of  the  following  words  :  Cask,  tasty, 
rosary,  Busby,  desk,  risk,  subside,  gasp,  receive,  deceive,  lesser, 
evasive. 

EVOLUTION  OF  DERIVATIVES  FROM  PRIMITIVES. 

14.  To  trace  the  growth  of  the  small  circle  into  the  large  circle 
and  the  loops,  see  line  7  :  Pass,  passes,  past,  pastor,  pastors. 

15.  (a)  When  the  outline  of  a  primitive  word  terminates  in  a  small 
circle  or  in  a  small  loop,  the  other  circle  and  loop  modifications  are 
utilized  in  the  formation  of  the  derivatives.     See  line  7  (the  various 
groups  of  primitives  and  their  derivatives  are  pointed  off  by  semi-colons, 
the  first  word  in  each  group  being  the  primitive)  :  Face,  faces,  faced ; 
jest,  jests,  jester,  jesters ;  fast,  faster  ;  (line  8)  convince,  convinces,  con- 
vinced (convinst),  convincive  ;  possess  (po-ses),  possesses  (po-ses-es), 
posessed,  possessive,  possessor ;  mix  (miks),  mixes,  mixed  (mikst). 

(b)  It  will  be  observed  that  if  a  primitive  (like  "face  ")  terminates 
in  a  small  circle,  the  formative  S  of  a  derivative  (like  "  faces  ")  is 
added  by  enlarging  the  circle,  and  the  formative  T  of  a  derivative 
(like  "  faced,"  faste)  is  added  by  lengthening  the  circle  out  into  a 
small  loop ;  if  a  primitive  (like  "  possess  ")  terminates  in  a  large  circle, 
a  formative  S  of  a  derivative  (like  "  possesses  ")  is  added  by  turn- 
ing a  small  circle  upon  the  back  of  a  stem,  and  the  formative  T  of 
a  derivative  like  "  possessed  "  is  added  by  means  of  the  Tu-stem ; 
if  a  primitive  (like  "jest")  terminates  in  a  small  loop,  a  formative 
R  of  a  derivative  (like  "  jester ")  is  added  by  enlarging  the  loop, 
and  an  additional  formative  S  (as  in  "  Jesters  ")  is  added  by  turning 
a  small  circle  upon  the  back  of  the  stem. 


81 


GUIDE  TO  USE  OF  THE  VARIOUS  EXPRESSIONS  OF  S,  ST, 

ETC.— HINTS  AS  TO  VOCALIZATION. 

(SEE  CHAP.  7,  PARS.  2  TO  4.) 

16.  (a)  As  beginning  circles  and  loops  are  the  first  sounds  read, 
they  must  exclude  (bar  out)  initial  vowels.     (/;)  As  final  circles  and 
loops  are  the  last  sounds  read,  they  must  exclude  final-vowel  sounds. 
(See   Chap.   7,   paragraphs   2   to  4;  also  scale,  par.  19.)     Contrast 
the  following  pairs  of  words  (see  line  9  of  plate   15):  Ask,  sack; 
assume,  same  ;  aside,  side  ;  essence,  sense  ;  assayer,  Sayre  ;  assignee, 
sunny;   (10)  Casey,  Case;  Dixey  (Diksy),  Dix  (Diks)  ;  fussy,  fuss; 
Esty,  State  ;  rusty,  riist ;  assist,  system. 

17.  (<z)  The  loops  indicate  coalescence  of  consonants;  they  must 
not  be  used  if  vowel  sounds  intervene.     See  line  11  and  contrast : 
Roast,  russet ;  stick,   Sitka ;  roster  (rostr),  restore.     (If)  Coalescing 
"  St "  when  beginning  words  should  be  generally  expressed  by  the 
loop,  instead  of  the  circle  on  Tu,  if  a  stem  consonant  follows,  as  in 
"stick." 

18.  (a)  A  vowel  to  behead  after  a  beginning  circle  or  loop  must 
be  placed  before  the  stem  ;  and  (/;)  a  vowel  to  be  read  before  a  final 
circle  or  loop  must  be  placed  after  the  stem.     (See  scale,  par.  19.) 
That  is  to  say,  the  simple  thought  in  vocalizing  is  to  place  the  vowel 
sign  so  as  to  show  its  proper  relationship  to  the  stem — whether  before 
or  after  it.     The  circle  or  loop  does  not  affect  this  relationship  of  the 
vowel  sign  to  the  stem.     This  is  shown  by  the  following  series  of 
outlines;  see  line  11  (the  circle  and  loop  sounds  are  pointed  off  by 
colons)  :  Eat,  s :  eat ;  tie,  s  :  ty ;  ate,  st :  ate  ;  ale,  st :  ale. 

19.  It  will  be  seen  from  paragraph  18  that  the  rules  relating  to 
placing  vowel  signs  between  stems  do  not  apply  to  vowels  occurring 
between  stems  and  circles  or  loops.     See  line  12  of  plate  15  and 
contrast :  Tax  (taks),  task ;  decks,  desk ;  wraps  (raps),  rasp ;  fix  (fiks), 
physic  (fizik). 


82 


SCALE   FOR  CIRCLE   AND   LOOP  LESSON. 
(SEE  CHAP.  7,   PAR.  6.) 

1 — Uns  curl. 

2 — Beginning  circle  or  loop. 

3- 

4 — Vowel  before  stem. 

5— Stem. 

6— 

7 — Vowel  after  stem. 

.8— 

9— 
10— 

11 — Final  circle  or  loop. 
12— Sun  curl. 

NOMENCLATURE   (NAME-CALLING). 

20.  (a)  In  speaking  of  the  circles  and  loops  separately  from  the 
stems,  the  small  circle  is  styled  "  Iss,"  the  large  circle  "  Sus,"  the 
small  loop  "  Stu  "  (vowel  sounded  as  in  "  up  "),  the  large  loop  "  Stur." 
(&)  In  combination,  all  the  sounds  of  a  stem  and  its  various  modifi- 
cations are  blended  as  nearly  as  possible  into  one  syllable  to  form  a  name 
for  such  modified  stem,  the  vowel  sound  of  "  up  "  or  "  ebb  "  being 
used,  inserted  in  the  same  order  as  in  the  word  represented.  For 
example,  the  outlines  in  line  1  of  plate  15  are  named  respectively 
"Sut,"  "Spu,"  "Sek,"  "Sku,"  "  Sul,"  "Sum,"  "  Sun-Chu,"  etc. 
Combinations  of  stems  with  the  large  circle  are  styled  "  SusTu,T> 
"  SusPu,"  "  SusUks,"  "  Tusus,"  "  Pusus,"  etc.  In  combination  with 
the  small  loop  they  are  styled  "  StuPu,"  "  StuTu,"  "  Pust,"  "  Tust," 
"  Ukust "  (suggestive  of  "  accost "),  "  Utust "  (suggestive  of  "  attest "), 
etc.  In  combination  with  the  large  loop  they  are  styled  "  Pustr," 
"  Tustr,"  etc.  Extend  this  practise  on  the  nomenclature  by  substi- 
tuting the  other  stem-sounds  for  the  stem-sounds  in  the  preceding 
examples.  The  names  of  the  strokes  thus  become  connecting  link 
between  the  spoken  word  and  its  shorthand  representative. 


83 

READING  AND  WRITING  EXERCISE. 

22.  (a)  The  outlines  in  plate   15  should  be  copied  in  exercise 
book  and  practised  as  directed  in  paragraphs   8  and  9,  page   14. 
After  this  has  been   done,  and  the  third  column   of  exercise  book 
verified  by  comparison   with  the  first  column,  then  write  the  test 
words  in  paragraphs  23  to  31  for  the  instructor's  inspection,  inserting 
the  vowel  signs  freely.     (^)  Care  must  be  taken  to  comply  with  the 
rules  for  turning  the  circles  on  and  between  stems  (see  paragraph  13). 
If  these  rules  are  violated  (that  is,  if  the  circles  or  loops  are  turned 
otherwise  than  in  the  manner  prescribed)  other  sounds  are  combined 
with  the  sounds  of  such  circles  and  loops.     For  instance  :   ^  reads 
Iss-Ru,  whereas    ^    reads  Iss-Hu ;  or,  more  strictly,  as  the  begin- 
ning circle  always  represents  a  hiss,  they  should  be  read  Su-Ru  and 
Su-Hu.     This   will  be  more  fully  explained  when  the  hook  lessons 
are  reached.     The  caution  is  inserted  here  in  order  to  put  the  learner 
on  the  alert  and  prevent  his  forming  bad  habits  which  will  embarrass 
his  future  study.     Prepare  the  test  words   as  directed  on  page  21, 
paragraphs  42  to  46. 

23.  On  Single  Straight  Stems. — See  Rule  1   and   paragraph   18. — 
Sought,  stay,  apes,   pace,  sorry,  rose,  Cicero  (Sisero),  such,  suggest 
(sujest),  scheme  (skeem),  reduces  (redooses),  houses,  haste,  coaster, 
duster,  seeks,  skies,  stories,  sobs,  costs. 

24.  On  Single  Curved  Stems. — See  Rule  2. — Safes,  suffices  (sufises), 
Cicily  (Sisily),  steals,  least,  masts,  stems,  stamps,  imposes,  songsters, 
wastes-waists,   senses,   soothes,   Seth's,   sashes,   stores,   sings,   signs, 
stars,  sources. 

25.  Between  Repeated  Straight  Stems. — See  Rule  3  and  paragraph 
19. — Cossack  (Cosak),   desist,  research  (Rus-Ru-Chu),  decide,  out- 
side, deceit  (deseet). 

26.  Between  Straight  Stems  Joined  at  an  Angle. — See  Rule  4. — 
Passage,  rasp,  Chesapeake,  Jessup,  task,  accessory  (aksesory),  despise, 
upside,  exist  (egsist),  discharges,  disrobe,  absorb  (Bus-Ru-Bu),  resides, 
beseech. 


84 

27.  Between  a  Straight  and  a  Curved  Stem. — See  Rule  5. — Passer, 
passive,   cousin,  chasm  (kazm),  desire,  dazzle  (dazl),  Lusk,  physic 
(fizik),  Mississippi  (Misisipi),   message  (mesej),  basin,  bosom,  suc- 
cessive  (suksesiv),  wasp,  lusty,   mask,   music,  sorcery   (sorsry),  pos- 
sessor (posesor),  possessive  (posesiv),  Missouri  (Mizoori),   seriously 
(Srus-Lu). 

28.  Between   Two   Curves. — See  Rule    6. — Wiser,  loosely,   chisel 
(Chus-Ul),  choicely  (Chus-Lu),  lesser,  sorcerer,  sparsely,  Cincinnati 
(Sinsinati),  evasive,  unseen,  Sing-Sing,  thistle  (thisl),  facility  (fasility), 
imbecility,  venison. 

29.  Medial    Loops. — See   paragraphs    11    and    12. — Chesterville, 
justify,  statistics  (st :  ati :  st :  iks),  egotistic,  destiny,  mustache. 

30.  Primitives   and    Derivatives. — See   paragraphs    14    and    15. — 
Reduce,  reduces,  reduced  ;  suspicious,  suspiciously,  unsuspiciously, 
suspiciousness ;   vex,  vexes,   vexed ;  resist,   resists,  resistless,  resist- 
lessly ;  pace,  paces,  paced ;  boast,  boasts,  boaster,  boasters ;  suggest 
(sujest),  suggestive,  suggestively,  unsuggestiveness,  suggests;  wise, 
wisely,  wiser,  wisdom,   unwisely ;    assess  (ases),  assessor,  assessed, 
assesses ;  possess  (poses),  possessor,  possessing,  possessed,   dispos- 
sess,   dispossessed;    test,  tests,   tester,   testers;    ecstasy    (ekstasy), 
ecstacies ;    conspire,    conspires,    conspiracy,    conspiracies ;    evince, 
evinces,    evinced,   evincive ;    policy,   policies ;    lease,   leases,  leased 
(least),  lessee,  lessees,  lessor,  lessors. 

31.  Miscellaneous. — Chaste,  raced,  loses,  vestige,  visage,  mucilage, 
vasalage,  rosary,  checks,  snatches,  decisive,  incisive,  noxious   (nok- 
shus),    suspiciously,    dusty,    dispatch,    subsidy,    sunsets,    synopsis, 
lobsters,  gamesters,  teamsters,  subsist,   insist,  forces,  leased,  spiced, 
Wooster,  investor,  assesses  (aseses),  rallies. 


85 

PLATE  16. 
WORD-EXERCISE  ON  CIRCLES  AND  LOOPS. 


JL_A L. L JL  .--- 


SECOND  STAGE— DISTINCTIONS. 
PARAGRAPHS  32  TO  42. 

32.  To  distinguish  "  zd  "  from  «'st," — as  in  "  raised  "  (razed),  and 
"  raced  "  (raste) — "  d  "  may  be  indicated  by  shading  the  loop  when  it 
terminates  in  a  downward  motion,  which  makes  shading  practicable 
(as  upon  Lu,  Ru,  Hu,  and  Un) ;  and  by  writing  the   Du-stem  after 
the  Iss-circle  in  other  cases.     See  plate  16,  line   1,  and  contrast: 
Raced,  raised  (razed)  ;  haste,  hazed  ;  ballast,  utilized  ;  honest,  noised 
(noized)  ;    cost,  caused  (kawzd). 

33.  (a)  Bear  in  mind  that  in   rapid  work  great  care  cannot  be 
exercised  ;  therefore  necessity  for  nice  distinctions  should  be  avoided 
as  far  as  possible.     Consequently  the  habit   should  be  cultivated  of 
making  a  wide  difference  in  the  relative  sizes  of  the  two  circles  and 
of  the  two  loops — so  that,  when   reading,  their  value  may  be  un- 
mistakable.    Make  the  Iss-circle  very  small,  and  the  Sus-circle  very 


86 

large.  (£)  It  is  because  the  distinction  of  size  cannot  be  relied  upon 
in  the  case  of  beginning  loops,  that  the  Stur-loop  is  confined  to  the 
termination  of  stems — any  sized  loop  at  the  beginning  of  stems  being 
read  for  "  st." 

34.  (a)  In  writing  beginning  circles  and  loops,  much  hesitation 
is  caused  in  determining  the  beginning  movement.     Observe  that  the 
beginning  movement  in  the  formation  of  a  beginning  circle  is  at  right 
angle  to  the  stem.     In   order  to   acquire  alertness  and  precision  in 
the  attack  on  circles,  practise  forming  a  square  at  the  beginning  of  a 
stem ;  repeat  the  operation  several  times,  each  time  increasing  the 
speed,  and  finally  rounding  the  square  into  a  circle.     (See  line  2  of 
plate  16.)     (£)  In  the   case  of  beginning  loops,  observe  that  they 
start  by  a  motion  opposite  to  that  in  which  the  stem  is  written,  and  at 
an  acute  angle  to  it.     (See  line  3  of  plate  16.)     Thoughtful  practise 
along  these  lines  will  be  amply  repaid  by  results. 

PRIMITIVE    OUTLINES    THE    FOUNDATION   OF    DERIVATIVES. 

35.  Shorthand  rules  apply  mainly  to  primitive  (foundation)  words, 
which    are    comparatively   few.     Derivative    syllables    comprise  the 
superstructure,  and  naturally  conform   to  the  foundation  plan.     Im- 
press this  point ;  many  apparent  inconsistencies  all  through  shorthand 
study  may  be  reconciled  on    this  theory.     For  example,  the  word 
"  sees,"  whose  only  consonants  are  two  "  s  "  sounds,  has  two  possible 
outlines — a  stem-Us  with  a  beginning   circle,  or   a  stem-Us  with  a 
final  circle.     "  Sees,"  however,  is  derived  from  the  primitive  "  see," 
in  the  construction  of  which  the  first  "  s,"  being  the  only  consonant 
in  the  word,  must  be  a  stem;  therefore  the  final  "  s"   in   "sees"  is 
the  formative   sound  and  is  appropriately  expressed  by   the  circle. 
"  Seize  "  being  a  primitive  word,  the  circle  rule  naturally  applies  to 
it;  viz.,  write  the  circle-Iss  for  the  beginning  S-sound.     See  line  4  of 
plate   16,  and  contrast:  See,  sees;   seize,  seizes ;   sigh,  sighs ;   size, 
sizes ;  say,  says ;  saw,  saws ;  sauce,  sauces. 

36.  Position  rules  apply  to  primitive  words.     Therefore,  in  writ- 
ing derivatives,  primitive  forms  are  allowed  to  retain  their  positions, 


87 

regardless  of  the  first-nonhorizontal  idea.     See  line  5  :  cause,  causes, 
caused ;  guess,  guesses,  guessed  ;  gaze,  gazes,  gazed  ;  accuse,  accuses, 

accused. 

ED-TICK. 

37.  (a)  The   outlines   of  such  words   as   "roast,"  "  boast,"  etc., 
terminate  properly  in  the  small  loop.     A  small  tick,  written  in  any 
convenient  direction,   is  attached  to  the  loop  of  such  outlines  to 
represent  the  formative  "  ed  "  syllable  of  the  derivatives  "  roast-ed," 
"  boast-ed,"  etc.     This  tick  permits  the  retention   of  the   primitive 
forms,  and  proves  a  valuable  aid  to  the  logical  formation  of  deriva- 
tives ;  its  full  use  will  develop  in  subsequent  lessons.     See  line  6  of 
plate  16,  and  compare   primitives  and  derivatives:  Boast,  boasted; 
roast,  roasted ;  jest,  jested  ;  hoist,  hoisted ;  fast,  fasted ;  list,  listed. 
(P)    "  The "   should  be  represented  by  its  dot  when  following  the 
"  ed  "-tick,  as  in  "  roasted  the,"  etc. 

N-CURL  AND   RIGHT-CIRCLE. 

38.  Another  aid  to  the  logical  formation  of  derivatives  is  the 
"  N-curl."     This   is  turned  on  the   back  of   stems  to  express   the 
N-sound  preceding  or  following  r/g///-circles,  and  the   object  of  its 
invention  is  to  avoid  a  bad  joining  of  a  right-circle  with  the  Un-stem. 
It  is  used  only  in  connection  with  r/^///-circles ;  the  Un-stem  is  always 
used  with  /^/"/-circles.     See  line  7  of  plate  16,  and  contrast  use  of  the 
left  Un-stem  and  the  right  Un-curl :  Slave,  enslave ;  sight,  insight; 
seemly,    unseemly ;    safe,    unsafe ;    arson,   reason ;    (line    8)   mason, 
masonic,  masonry ;  ceremonious,  unceremonious,  unceremoniously. 

39.  It  will  be  observed  from  the  foregoing  illustrations  that  the 
vowel  of  the  "  in  "  or  "  un  "  syllable  is  disregarded  when  the  Un-curl 
is   used  at  the  beginning  of  outlines.     The  Un-stem  must  be  used, 
however,  when  N   immediately  precedes  a  final-vowel  sound.     See 
line  8 :  Massena. 

40.  Nomenclature. — The  outlines  in  lines  7  and  8  are  named  as 
follows,  taking  them  in  order  of  occurrence :  Slu-Vu,  Unsl-Vu,  Sut, 
Un-Sut,   Sum-Lu,   Unsum-Lu,    Suf,    Un-Suf,    Ursn,    Ru-Sun,   Musn, 


88 

Musn-Uk,  Musn-Ru,  Sur-Mu-Nus,  Unsr-Mu-Nus,  Unsr-Mu-Nus-Lu, 
Mus-Nu.  It  will  be  observed  that  the  vowel  in  the  syllable-name  is 
placed  in  the  same  order  as  in  the  word  represented.  As  the  be- 
ginning curl  precedes  the  circle,  it  is  called  the  Uns-curl.  As  the  final 
curl  follows  the  circle,  it  is  called  the  Sun-curl.  The  name  thus 
indicates  the  relative  order  of  occurrence  of  the  sounds  of  curl  and 
circle.  (See  scale,  par.  19.) 

READING  AND  WRITING  EXERCISES. 

41.  Copy  the  outlines  in  plate  16  on  the  three-column  plan  as 
previously  explained,  and  then  write  for  the  instructor's  inspection 
the  following  words.     The  groups  parted  off  by  semicolons  comprise 
primitives   and   derivatives :    Piece,    pieces,    pieced ;    poise,    poises, 
poised  ;  abase,  abases,  abased  ;  abuse,  abuses,  abused  ;  invest,  invests, 
invested,  investor,  investors,  uninvested ;  peruse,   peruses,   perusal, 
perused ;   purist ;    civil,   civilize,   civilizes,  civilized,  uncivil,  civility, 
uncivilized  ;  arsenic ;  arsenal ;  saw,  saws,   sawyer ;   amass,  amasses, 
amassed ;   amuse,   amuses,   amused ;  molest,  molests,   molested,   un- 
molested ;   rest,  rests,  rested ;  arrest,  arrests,  arrested ;  sully,  sullies, 
sullied,  unsullied ;  incense,  incenses,  incensed ;  waste,  wastes,  wasted ; 
menace  (menes),  menaces,  menaced. 

REVIEW   OF  THE  CIRCLE  AND  LOOP  LESSON. 

42.  Twenty -two  outlines  are  presented  in  lines  9  and  10  of  plate 
16,   and   reasons  here  given  for  their  adoption.     This  will  serve  as  a 
review  of  the  circle  and  loop  lesson  :     1.  "  Ask  " — beginning  vowel 
requires  the  Us-stem.     2.  "  Tasso  " — final-vowel  sound  requires  the 
Us-stem.     3.  "  Dust  " — "  st  "  being  final  and  coalescing,  the  loop  is 
used.     4.    "  Dusty " — the   final-vowel   sound  requires  the  Tu-stem, 
regardless  of  the  coalescence  of  "  st."     5.  "  Stick  " — coalescing  "  st " 
beginning  the  word  warrants  the  loop.     6.  "Sitka" — as  "  s  "  and 
"  t "  are  non-coalescing,  the  loop  cannot  be  used,  but  the  beginning 
"  s  "  warrants  the   circle.      7.    "  Sciatica  " — the   beginning    "  s  "  is 
immediately  followed  by  two  concurrent-vowel  sounds  ;  therefore  the 


Us-stem  is  required  to  furnish  place  for  one  of  them.  8.  "  Story  " — 
beginning  coalescing  "  st  "  warrants  the  loop ;  the  final-vowel  sound 
requires  Ru.  9.  "  Store  " — beginning  coalescing  "  st  "  warrants  the 
loop;  absence  of  final- vowel  sound  requires  Ur.  10.  "  Estuary  "- 
beginning-vowel  requires  Us-stem  regardless  of  coalescing  "  st ;"  and 
the  final-vowel  sound  requires  Ru.  11.  "Rest" — beginning  "r" 
requires  Ru  ;  final  coalescing  "  st "  warrants  the  loop.  12.  "  Arrest " 
— beginning  vowel  requires  Ur ;  final  coalescing  "  st  "  warrants  the 
loop.  13.  "Recite" — beginning  "r"  requires  Ru  ;  "  s  "  and  "  t  " 
do  not  coalesce,  therefore  the  Tu-stem.  14.  "  Roster  " — beginning 
"r"  requires  Ru ;  final  coalescing  "  str  "  warrants  the  loop.  15. 
"Restore" — beginning  "  r  "  requires  Ru;  non-coalescence  of  "str" 
prohibits  the  loop ;  absence  of  final-vowel  sound  requires  Ur.  16. 
"  Residuary  " — beginning  "  r  "  and  final-vowel  sound  require  Ru  at 
both  beginning  and  termination  of  outline.  17.  "  Hiss  " — -final 
s-sound  warrants  the  circle ;  Hu-stem  (instead  of  the  tick-Heh)  re- 
quired to  provide  for  placing  of  vowel  sign  and  attachment  of  circle. 
18.  "Hussy" — final-vowel  sound  requires  Us-stem ;  Heh-tick  joins 
better  than  the  Hu-stem.  19.  "Unseemly" — the  Right-circle  on  the 
form  of  the  primitive  "  seem  "  requires  "  Un  "  to  be  expressed  by  the 
corresponding  Right  Uns-curl  instead  of  the  Left  Un-stem.  20. 
"  Unsafe  " — the  Left  circle  on  the  form  of  the  primitive  "  safe  "  per- 
mits the  Left  Un-stem.  21.  "  Mason  " — the  right-motion  circle  on 
Um  requires  the  right-motion  curl  for  the  N-sound.  22.  "  Cousin  " 
— the  Ku-stem  permits  the  use  of  either  the  right  or  the  left  circle ; 
the  left-motion  circle  is  adopted  because  it  permits  of  the  use  of  the  Un- 
stem,  which  is  always  preferred  to  the  curl  when  the  joining  warrants. 
The  promiscuous  use  of  the  curl  is  found  dangerous  in  rapid  work. 
Its  mission  is  to  avoid  turning  the  circle  on  the  back  of  Un,  and 
used  in  this  restricted  way  it  is  valuable. 


90 


THIRD  STAGE—  SENTENCE-PRACTISE  ON  CIRCLES 
AND  LOOPS. 

43.  Sentences  in  plate  17  are  for  special  practise  on  the  circles 
and  loops,  and  are  free  from  word-signs  and  reporting  expedients. 
Copy  and  translate  the  notes  of  plate  17  according  to  directions  given 
on  page  53,  paragraph  103.  Then  translate  into  shorthand  the  key. 
In  practising  with  these  sentences,  write  only  shorthand  notes  in  the 
exercise  book  ;  to  write  the  translation  in  longhand  would  be  un- 
necessary drudgery.  Practise  with  the  sentences  until  they  can  be 
written  accurately  and  readily  from  dictation. 


PLAT-B  47. 
SENTENCE-EXERCISE  ON  CIRCLES  AND  LOOPS. 


^  -s*  -  -  iQ.   / 


91 


KEY  TO  PLATE   17. 

1.  Six  saucy  boys  stole  Miss  Sim's  pies.  2.  Sarah  Sayre's  suspi- 
cious cousin  looks  fierce.  3.  Miss  Post  must  make  less  noise.  4. 
Amos  Rusk  likes  my  desk.  5.  James  Moxley's  misery  enlists  my 
sympathy.  6.  My  cousin's  suggestive  smile  justifies  Joseph's  choice. 
7.  Sarah  Gossage  may  succeed  if  she  receives  Moses  Seipp's  mes- 
sage by  Tuesday.  8.  Officer  Smythe  sat  still  six  successive  hours. 
9.  Chester's  excessive  bill  excites  my  wrath.  10.  Joseph  Smalley's 
success  in  Sussex  makes  necessary  my  few  days'  absence  in  Missis- 
sippi. 11.  Lucy  Leas  desires  to  know  if  Rosina  Saxe  may  use  my 
music  box.  12.  My  pastor's  duster  makes  Hester  Custar  laugh. 
13.  Sarah  lives  in  Soho  (the  outline  for  "  So-ho  "  is  just  as  clear  as 
if  the  circle  were  written  plainly  within  the  hook ;  viz.,  ^  ;  and  is 
much  more  rapid  than  if  the  hook  were  shown).  14.  They  may  visit 
Sahara's  sandy  waste.  15.  Dust  makes  roads  dusty.  16.  Sarah 
Chase  must  restore  Alice  Rister's  stool.  17.  Sophia  Sansom  sells 
ladies'  lace  ties.  18.  Officer  Payson  must  arrest  Anson  Mason  ere 
he  rests.  19.  They  enjoy  unsullied  fame.  20.  They  wrongfully 
enslave  fellow-beings.  21.  Tinsel  makes  my  counsel's  robes  look 

gay- 

FOURTH  STAGE-CIRCLE   AND  LOOP  WORD-SIGNS, 
PHRASES,  ETC. 

PARAGRAPHS  44  TO  54. 

44.  The  introduction  of  appropriate  word-signs  and  contractions 
in  each  lesson  facilitates  the  construction  of  sensible  sentences  and 
letters,  which  prove  valuable  drills  on  the  principles.  If  the  learner, 
in  any  special  instance,  so  desires,  he  may  defer  the  thorough  memori- 
zation of  the  word-signs  until  all  the  lessons  have  been  mastered. 
He  should  then,  however,  commit  them  to  memory  before  taking 
dictation  on  miscellaneous  matter.  In  any  event,  the  individual  lists 
will  serve  for  reference  purposes  while  translating  and  practising  on 
the  various  sentences  and  letters,  and  the  word-signs  will  necessarily 
be  impressed  to  some  extent  by  this  practise. 


92 


ELAHE  18. 


His 
Is 

Satisfactory 
Influence  _ 
These 


p  ____ 


\  ..... 


Has 
As                .0.  

First 

j0__ 

Because         

United 
States        .-^Q.... 

Similar-it.y 
Several 

_JL_ 

This              .(_.__ 

Next             _  v^  
Purpose             \ 

Those 
Itself 

£..._ 

t"~" 

Inst. 

Ins.   Co. 

^*- 

Pennsylvania    Vv. 

January 

^ 

November       "~"V_ 

December 

K 

Subject 

Influential 

San  Fran- 
cisco 

February 


45.  Derivatives  from  the  Word-sign  Primitives. — See  line  1  of  plate 
19 :  Give,  gives  ;  thing,  things ;  language,  languages  ;  think,  thinks  ; 
your,  yours ;  (line  2)  improvement,  improvements ;  purpose,  purposes, 
purposed,    purposeless ;    ease,    eases,    disease,    diseases ;    (line   3) 
respect-ful-ly,  disrespect-f  ul-ly  ;  advantage,  advantages,  advantageous, 
disadvantage,  disadvantages  ;  satisfactory,  unsatisfactory,  satisfacto- 
rily; (line  4)  peculiar,  peculiarities  ;  similar,  similarly ;  influence,  influ- 
ences, influenced ;    large,  largest,  enlarge ;    (line  5)  impossible-ity, 
impossibilities. 

46.  Compound    Words.  —  Line    5:    Almost,   foreseen,    something, 
unwise,  somehow,  anyhow. 

47.  Phrases. — (a)  See  line  6  of  plate  19  (where  two  words  are 
connected  by  a  hyphen  it  indicates  that  either  one  may  be   read) : 
It  is,  it  has,  which  is,  which  has,  is  a-an,  as-has  a-an,  and  his-is,  and 
has-as,  as-has  the,  is-the,  on  his-us,  he  is,  he  has,  to  us-his,  of  us-his, 
at  first.     (P)  A  small  circle  may  be   enlarged,  or  a  circle  may  be 
turned  upon  the  back  of  a  stem  after  a  loop  or  a  large  circle  to 


93 


phrase  "  is,"  "  as,"  "  us,"  and  other  circle  word-signs.  See  line  7 : 
Passed  us,  just  as,  reaches  his-us,  fixes  his-us,  master  his- us,  as  soon 
as,  as  long  as,  as  fast  as.  In  phrasing,  "  us  "  is  generally  represented 
by  Iss.  This  causes  no  confusion  with  the  other  circle  words,  and  it 
at  the  same  time  avoids  conflict  with  "  use,"  which  is  represented  by 
Us-stem. 


PLATE  -19. 
EXERCISE  ON  CIRCLE  AND  LOOP  WORD-SIGNS,  PHRASES,  ETC. 


1. 


r c 


2. 


4. 


_N^_*_.  1JC  ...^f. ...... 


..6. VD. 


.oJL 


L 


r- 


.?,..C 


•** -^ 


48.  Memory  Aids. — (a)  The  circles  on  straight  stems  and  dash- 
vowel  signs  are  turned  by  the  Left  motion  ;  the  dash  for  "  on  "  is 
always  Rutoid ;  the  dash  for  "  he "  is  always  Chutoid.  These 
pointers  will  enable  the  thoughtful  student  to  readily  distinguish 
between  such  phrases  as  "  on  us  "  and  "  is  the  "  (see  plate  19),  as 
the  Left-motion-circle  joining  indicates  unmistakably  whether  the 


94 

circle  or  the  dash  is  to  be  read  first,  (ff)  "  He,"  it  will  be  remem- 
bered, assumes  the  position  of  the  word  with  which  it  is  phrased; 
therefore,  "  he  is  "  occurs  above  the  line,  and  "  he  has  "  occurs  upon 
the  line.  (<r)  In  writing  the  phrase  "  as  soon  as,"  the  circle  repre- 
senting "  as  "  is  enlarged,  in  its  position,  to  include  the  beginning 
"  s  "  of  "  soon."  (//)  "As  long  as  "  is  written  clearly  below  the  line 
(in  the  position  of  "  long  ")  to  avoid  any  possibility  of  conflict  with 
"as  soon  as."  (e)  "It  is"  and  "which  is  "'  are  written  in  the  first 
position  to  distinguish  them  clearly  from  "  it  has  "  and  "  which  has/' 
which  are  written  on  the  line. 

PREFIXES  AND  SUFFIXES. 

49.  Prefixes — (a)  "  Self "  is  represented  by  Iss,  generally  dis- 
joined and  written  near  the  remainder  of  the  outline,     (b)  "  Self-con  " 
(as  in  "  self-conceit ")  is  expressed  by  writing  Iss  in  the  "  con  "-dot's 
place.     See  line  8  of  plate  19 :  Selfish,  self-poised,  self-conceit,  self- 
conscious,  self-possessed,  self-respect,  self-consciousness,  self-denial. 

50.  Suffixes. — (a)  "  Self  "  is  represented  by  Iss,  and  •'  selves  "  by 
Sus,  generally  joined  to  the  sign  of  the  preceding  word.     See  line  9 
of  plate  1 9 :  Yourself,  yourselves ;  ourself ,  ourselves  ;  thyself,  them- 
selves, herself,  himself,  myself,     (ff)  "  Ings  "  (as  in  "  sayings,"  etc.) 
is  preferably  written  with  the  Ungs  stroke  (  x_c  ) ;  but  if  the  joining 
prevents  its  use,  then  "  ings  "  is  represented  by  the  Iss-circle  written 
in  the  "  ing  "-dot's  place.     See  line   10   of  plate  19,  and  contrast; 
Casings,  castings,  raisings,  roastings,  doings,   fixings,  savings,     (r) 
"  Est  "  (as  in  "  funniest,"  etc.)   is  generally  represented  by  the  Stu- 
loop  when  the  last  stem  of  the  primitive  is  without  final  circle,  loop, 
or  hook.     See  line  11  of  plate   19:  Funniest,  laziest,  sleepiest,  hap- 
piest, jolliest,  merriest,  deepest,  largest.     (</)  "  Ly  "  is  represented  by 
Lu,  joined  if  it  can  be  done  legibly ;  otherwise,  disjoined.     See  line 
12  of  plate  19:  Vastly,  costly,  honestly,  loosely,  sparsely. 

51.  Consonant  Omitted. — In  "mostly"  and  "must  be,"  the  "t" 
immediately  following  "  s  "  may  be  safely  omitted  in  order  to  improve 
the  combination,  as  the  loop  cannot  be  used  between  crossing  stems 


95 


for  "  st."  See  line  line  12  of  plate  19  :  Mostly  (mos'ly),  must  be 
(mus'be),  must  go.  This  license  may  be  extended  to  a  few  other 
cases  which  will  be  presented  when  the  proper  lessons  are  reached. 
52.  Distinctions.  —  (a)  In  outlining  "  city,"  write  the  sign  of  the 
final  vowel  in  order  to  distinguish  with  certainty  from  "  state  "  in 
case  the  loop  of  the  latter  were  carelessly  made.  (/;)  Write  "  amaz- 
ing "  in  the  second  position  and  "amusing"  in  the  third,  (t)  The 
use  of  "  Sum  "  as  a  word-sign  for  "  similar  "  avoids  danger  of  conflict 
with  "  smaller,"  which  is  written  in  full  Sum-Lu-Ur.  (//)  Phrasing 
"  us  "  by  Iss  is  safe  and  avoids  conflict  with  "  use."  Practise  writing 
the  words  presented  in  this  paragraph. 


SENTENCE  PRACTICE  ON  CIRCLE  AND  LOOP  WORD-SIGNS,  ETC. 


:.._I.../^..A 15, Lj£3 


96 

KEY  TO  PLATE  20-SENTENCE-PRACTISE  ON  CIRCLE  AND 
LOOP  WORD-SIGNS,  PHRASES,  ETC. 

53.  The   following   sentences    should    be  carefully  practised  as 
directed  in  paragraph  103,  page  53  :     1.  His  reason  is  just  as  satis- 
factory as  Sarah's  is  unsatisfactory.     2.  Because  my  views  on  the 
subject  are  similar  to  his,  he  likes  to  visit  me.     3.  You   may  buy 
these  things  this  time,  and  as  many  of  those  as  you  wish  next  month. 
4.  It  is  my  purpose  to  respectfully  refuse  the  money.     5.  As  several 
influential  citizens  desire  to  see  me  as  soon  as  I  reach  home,  it  will  be 
impossible  for  me  to  go  to  Cincinnati  on  the  1st  instant.     6.  To  be  a 
citizen  of  the  United  States  has  many  advantages.     7.  This  is  among 
the  disadvantages   of  residing  in  the  city.     8.  Her  self-conceit  and 
lack  of  self-respect  disgust  almost  all  who  know  her  peculiarities.     9. 
The  castings  for  the  casings  you  may  select  yourself.     10.  The  cape 
must  be  costly,  being  composed   mostly  of  seal  fur.     11.  He  has  an 
ounce  to  spare,  which  is  enough  for  my  purpose.     12.  I  should  have 
foreseen  the  seriousness  of  the  disease.     13.  He  purposed  coming, 
and  is,  I  think,  on  his  way  here  now.     14.   Something  unforeseen  may 
compel  him  to  stay  at  home.     15.  He  was  the  laziest  and  funniest 
boy  I  ever  knew.     16.  He  has  influenced  many,  and  still  influences 
some,  but  somehow  he  fails  to  influence  me.     17.  She  spoke  disre- 
spectfully to  him,  which  was  in   itself  nothing  amazing.     18.  It  is 
among  the  impossibilities.     19.  He  is  on  his  vessel,  which  is  the 
best  in  the  navy. 

FIFTH  STAGE— LETTER  PRACTISE  ON  CIRCLES  AND   LOOPS. 

54.  Letter  practise  is  introduced  in  this  lesson  and  will  be  con- 
tinued in  each  succeeding  lesson.     Letters  impart  zest  to  the  student's 
practise,  as  they  savor  of  actual  work.     They  have  been   carefully 
composed  so  as  not  to  introduce  any  words  more  properly  covered 
by  succeeding  principles.     If  possible,  these  letters  should  be  trans- 
cribed on  the  typewriter,  in  order  that  the  practise  may  correspond 
to  actual  office  work.     For  similar  reasons,  an  envelope  should  be 
superscribed  for  each  letter.     (See  plates  21  and  22.) 


.   97 

55.  Many  of  the  words,  with  the  assistance  of  the  context,  may 
be  recognized  by  their  consonant  forms  alone,  and  the  student  should 
early  test  his  ability  to  read  unvocalized  phonography.     Often  where 
it  is  deemed  advisable  to  vocalize   an   outline  when  first  written,  the 
vowel  signs  may  be  safely  omitted  from  repetitions  of  the  form  in  the 
same  subject  matter.     The  same  idea  applies  to  phrases.     That  is  to 
say,  closely  connected  words,  though  written  separately  at  the  be- 
ginning of  the  subject  matter,  may  have  their  signs   safely  joined  if 
the  phrase  occurs  with  frequency.     These   ideas   are  illustrated   in 
the  letters. 

56.  As  the  word  "  dear  "  is  provided  with  a  word-sign  in  the  L 
and   R  book  lesson,  it  is  for  the   present  written  in  longhand.     It 
could  not  very  well  be  omitted  without  inculcating  erroneous  ideas  in 
regard  to  type-written  forms. 

57.  To  prevent  a  figure,  dash,  parenthesis,  or  other  longhand  char- 
acter being  mistaken  for  a  shorthand  sign,  strike  a  line  through  it. 
(See  page  98,  letter  2,  line  5 ;  and  page  99,  letter  4,  line  6.) 

58.  The  syllable  "  ty  "  —  as  in  "  twen-ty,"  "  thir-ty,"  etc.  —  may  be 
represented  by  a  long  Ru-stroke  joined  to  the  digits  2,  3,  4,  5,  etc. 
(See  page  113,  letters  3  and  4.) 

59.  "  F.  o.  b."  (abbreviation  of  the  common  business  phrase  "  free 
on  board  ")  is  written  with  a  combination  of  the  shorthand  sign  Uf, 
Roman  letter  O,  and  shorthand  sign  Bu.     (See  page  113,  letter  3.) 

60.  While  it  is  generally  considered  safe  to  disregard  the  vowel  of 
a  "  ses  "  syllable,  the  vowel  sign  may,  if  desired,  be  inserted  within  the 
large  circle.     (See  Plate  15,  line  8,  "  possess.")     This  style  of  vocaliz- 
ing is  fairly  exact  —  the  sign  indicating  whether  the  vowel  is  dot,  dash, 
or  diphthong,  and  the  position  of  the  consonant  outline  with  reference 
to  the  line  indicating  whether  the  vowel  belongs  to  the  first,  second,  or 
third  position. 


98 


PLATE  21. 

LETTER  PRACTICE  ON  CIRCLES  AND  LOOPS. 
(1) 


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/'  A  x->, 

V  ^~  £ 

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(3) 

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99 

PLATK  22.  DALLAS 

CIRCLE  AND    LOOP  LETTERS— (Continued). 


KEY  TO  LETTERS   IN   PLATES  21  AND  22. 

(No.  1.) 
MESSRS.  SMITH  &  DENNISON, 

Salem,  111. 
Dear  Sirs  : 

I  have  yours  of  August  15,  and  will  consign  you  the  cheese  and 
eggs  as  soon  as  I  receive  them   in   my  store.     Eggs  and   fowls  are 
scarce  just  now,  but  I  hope  they  will  come  in  lively  ere  long.     The 
fowls  I  am  raising  on  my  own  farm  will  be  ready  to  ship  soon,  and 
you  may  buy  as  many  as  you  wish  at  exceedingly  low  rates. 
Wishing  you  success  in  your  business  affairs,  I  am 
Yours  respectfully, 


100 

(No.  ±) 
MESSRS.  LESLIE  &  JESSUP, 

Cincinnati,  Ohio. 
Dear  Sirs  : 

I  have  now  in  stock  in  my  storehouse  here  several  thousand  kegs 
of  spikes  and  nails,  as  well  as  an  invoice  of  various  styles  of  hinges 
and  door  knobs,  which  I  am  going  to  dispose  of  cheap  for  cash.  If 
you  wish  any  of  these,  you  may  buy  them  at  low  rates.  I  have  also 
in  stock  some  doors  similar  to  those  you  saw  in  Syracuse,  which  I 
will  sell  at  $2  apiece.  It  is  impossible  to  buy  them  for  less  money. 
I  will  risk  sending  you  a  few  of  these,  and  if  they  should  fail  to  be 
satisfactory,  you  may  send  them  back. 

It  shall  always  be  my  aim  to  deal  fairly,  and  I  hope  you  will  give 
me  a  fair  share  of  your  custom. 

Thanking  you  for  past  custom,  and  hoping  for  a  continuance  of 
same,  I  am  Respectfully  yours, 

(No.  3.) 
MESSRS.  DEMPSTER  &  CHESBORO, 

Sandusky,  Ohio. 
Dear  Sirs  : 

I  will  receive  a  large  invoice  of  oats  and  barley  to-morrow  and  will 
be  ready  to  ship  you  all  you  desire,  up  to  several  carloads  if  you  wish 
so  much.  If  you  will  use  your  influence  to  help  me  in  disposing  of 
this  stock  of  oats  and  barley  to  the  most  influential  dealers  in  your 
city,  I  will  allow  you  low  rates  on  all  you  wish  for  your  own  use.  It 
is  my  purpose  to  sell  as  low  as  any  dealers  in  cereals  in  the  United 
States,  as  you  will  see  by  the  list  which  I  send  you.  My  exceedingly 
low  rates  should  induce  many  investors  to  take  advantage  of  them. 
Hoping  to  have  an  answer  soon,  I  am 

Yours  respectfully, 


101 

(No.  4.) 
MESSRS.  BOWLES  &  BELLOWS, 

Elizabeth,  N.  J. 
Dear  Sirs : 

Are  you  going  to  assume  your  own  risks  on  your  houses  and  stock 
in  case  of  fire  this  year,  or  will  you  take  out  policies  in  some  safe 
insurance  company  ?  I  should  like  to  write  you  up  in  the  company 
which  I  represent.  Its  rates  are  exceedingly  low,  and  it  ranks  among 
the  safe  insurance  companies  of  the  United  States.  It  never  makes 
any  unnecessary  delay  in  paying  its  just  losses.  Many  of  the  most 
influential  citizens  of  Elizabeth  (among  them  James  Lester)  have 
policies  in  our  insurance  company,  and  think  and  speak  highly  of  it. 
You  should  make  no  delay  in  taking  out  policies  on  your  houses  and 
stock,  as  a  fire  may  any  day  cause  you  to  lose  all  you  possess. 

Hoping  for  an  early  answer,  I  am 

Respectfully  yours, 

CHAPTER    IX. 

COALESCING  "WU"  AND  "  YU  "  SOUNDS. 
FIRST  STAGE— PARAGRAPHS  1  TO  28. 

1.  (a)  In    "wait"  the  "w"   represents   a  vowel    sound    ("oo" 
as  in  "  ooze  "),  which  coalesces  with  the  following  "  a  "  so  closely 
that  the  two  are  heard  almost  as  one  sound,     (b}  In  like  manner,  in 
"yoke"  the  "y"  represents  a  vowel   sound   (as   "e"   in  "eve") 
which   coalesces  with  the  following  "  a."     (f)  This  close   union  is 
called  "  coalescence,"  which  means  a  combination  in  one  mass.     (See 
p.  77,  par.  5-£.) 

2.  The  coalescence  of  "  oo  "  or  "  e  "  with  a  following  vowel  sound 
is  so  common,  that  special  signs  are  presented  in  this  lesson  to  meet 
such    cases.      These    sounds    are    often   disguised   in   the  common 
spelling  (as  "  choir,"  pronounced  "  kwire  ")  ;  but  it  will  simplify  the 
shorthand  presentation  to  consider  the  letter  "  w  "  as  representing 


102 

the  coalescing  "  oo,"  and  the  letter  "  y  "  as  representing  the  coalescing 
"  e  " ;  and  therefore  representative  words  containing  the  coalescing 
groups  referred  to,  no  matter  how  spelled,  will  be  corrected  to  the 
"  w  "  and  "  y  "  spelling ;  viz.,  one,  won ;  union,  yoonyun ;  choir, 
kwire,  etc. 

SHORTHAND   REPRESENTATION  OF  COALESCENTS. 

3.  A  semicircle,  opening  either  to  the  right  or  to  the  left  ( -  ^  ),  as 
better  suits  the  joining  with  a  stem,  indicates  that  the  vowel  sound 
represented  by  "  w "   is  immediately  followed  by  another,   and  co- 
alescing, vowel  sound. 

4.  A   semicircle  opening   either  upward  or  downward  (««),  as 
better  suits  the  joining  with  a  stem,  indicates  that  the  vowel  sound 
represented  by  "y  "  is  immediately  followed  by  another,  and  coalesc- 
ing, vowel  sound. 

5.  The  "  y  "  semi-circle  is  always  joined  to  stems  at  an  angle  ; 
viz.,  \  ^-^   ^^  x 

6.  The  "  w  "  semicircle  is  joined  at  an  angle  to  all  stems  (except 
L,  Ru,  Um,  and  Un);  viz.,  \  ., ^  x 

7.  A  semicircle  at  the  beginning  of  a  stem  reads  before  any 
vowel  sign   placed  before  the  stem — that  is,  before  its  coalescing 
mate  ;  viz.,  "  wait  "  5 

8.  "  Sw." — (a)  An  Iss-circle  may  be  written  clearly  within  the 
beginning  of  the  semicircle  to  indicate  that  "  s  "  coalesces  with  the 
following  "  w  ;"  viz.,  "  sweet "   ^    (b)  In  such  cases  the  circle  is  read 
first ;  then  the  semi-circle,  vowel,  and  stem,  in  the  order  mentioned. 

ILLUSTRATIONS. 

9.  The  sign  of  the  second  vowel  of  the  coalescing  pair  will  for 
the  present  be  written ;  but  after  the  learner  becomes  familiar  with 
the  scheme  he  will   find  it  generally  safe  to  omit  'it  and  trust  to 
position  of  the  stem  to  indicate  it. 

10.  Coalescing  Y. —  See  line   1  of  plate  23 :    Yoke,  yawn,   yam, 
youth,  yell,  yacht  (yot),  young,  Yates. 


103 

11.  Coalescing  W. — See  line  2  of  plate  .23:  Weight-wait,  woke, 
wave,  wing,  swing  (see  paragraph  8),   weep,  sweep,  witch,  switch, 
widower,  wash,  wages. 

12.  Semicircles  in  the  Middle  of  Outlines.— See  line  3  of  plate  23 : 
Unyoke,    unweighted,     Ipswich,    dissuade     (diswade),     unwittingly, 
bewitchingly,  Sedgwick,  unswitch. 

HOOKS   FOR  COALESCING  "W." 

13.  (a)  A  small  hook  is  turned   upon  the  beginning  of  L,  Ru, 
Um,  and  Un,  to  represent  coalescing  "  oo  "  (W).     It  is  turned  by  the 
left  motion  upon  Ru,  and  on  the  inside  of  the  curves,     (b)  Like  the 
semicircles  joined   at   an    angle,   the  hook-sound    reads    before  any 
vowel  sign  placed  before  the  stem,     (c)  Likewise,  an  Iss-circle  may 
be  written  within  the  hook  to  represent  a  coalescing  S-sound  (see 
par.  8).     See  line  4  of  plate  23  :  Well,  willow,  wire,  worry,  Wamsley, 
win,   one  (wun),   unworthy,   unwieldy;  (line  5)   swell,   swear,   swim, 
swine,  swarthy,  swallowed,  swimmer,  swearer. 

14.  (a)  A  large  hook  is  turned  by  the  left  motion  at  the  beginning 
of  Pu,  Bu,  Tu,  Du,  Ku,  and  Gu,  to  indicate  that  a  Wu-sound  follows 
the  stem  sound  and  coalesces  with  it. 

(V)  A  vowel  sound  may  be  read  before  or  after  both  sounds  of  the 
large-hook  sign,  but  not  between  them. 

(c)  An  Iss-circle  may  be  written  within  the  large  hook  to  repre- 
sent a  beginning  S-sound. 

(//)  A  vowel  sign  pla.ced  before  a  large-hook  sign  is  read  after  a 
beginning  circle,  but  before  the  sounds  of  the  hook-sign.  See  line 
6,  plate  23  :  "  S-e-kw-el,"  "  sequel." 

(e)  The  letters  "qu"  (as  in  "quire")  are,  generally  pronounced 
"  Kw,"  and  are  so  represented  in  Phonography. 

(/)  See  line  6 :  Twig,  twice,  twitch,  Pueblo  (Pweblo),  Bois 
(Bwaw),  dwell,  Dwight,  equity  (ekwity),  equal  (ekwal),  sequel  (sekwel), 
Guelph  (Gwelf) ;  (line  7),  quire,  Squire,  inquire,  inquiry,  squaw 
(skwaw),  squawk,  squelch,  squirm ;  (line  8),  quorum,  require, 
Maguire  (Magwire)  ;  likewise,  bequest,  inquest,  request,  requisite. 


104 


NOMENCLATURE. 

15.  The  W-semicircle  opening  to  the   Right  is  called  Weh ;  the 
one  opening  to  the  Left,  Wuh. 

16.  The  Y-semicircle  opening  up  is  called  Yeh  ;  the  one  opening 
down  is  called  Yuh. 

17.  With  the  circles  prefixed,  the  semicircle  combinations  are 
called  Sweh,  Swuh,  etc. 

18.  The  small-hook  signs  are  called,  Wei,  Wer,  Wem.  Wen;  with 
the  circle  prefixed,  Swel,  Swer,  Swem,  Swen. 

19.  The  large-hook  signs  are  called  Pwu,  Bwu,  Twu,  Dwu,  Kwu, 
Gwu ;  with  the  circle  prefixed,  Skwu,  or  Sekwu,  etc. 

20.  The  learner  is  already  familiar  with  the  coalescent  stems,  Way 
and  Yay.     In  combination  with  the  circles  and  loops  they  are  called 
Sway,  Sways,  Wayst,  Waystr,  Yays,  Yayst,  etc. 

PLATE  23. 
WORD-EXERCISE  ON  COALESCENTS  W  AND  Y. 


v 

I  \         -f         ^f 

T::F' ~? ^ r~^. 


105 

GUIDE  TO  CHOICE  BETWEEN  COALESCENT  STEMS  AND 
SEMICIRCLES. 

(SEE  SCALE.) 

21.  The  stems  must  be  used  : 

(<z)     When  the  only  other  sound  in   a  word  is  a  vowel,  as  in 
:<  way,"  "  yea,"  etc. 

(^)     When  W  or  Y  immediately  follows  a  beginning  vowel,  as  in 
"  awake,"  "  oyer,"  etc. 

(Y)     When  a  circle  or  a  loop  combination  requires  a  stem  for  its 
attachment,  as  in  "  sway,"  "ways,"  "waste,"  "wasp,"  etc. 

22.  See  line   9  for  illustrations:  Way,  yea,  awake,  oyer,  sway, 
ways,  waste,  wasp,  wise,  wiser,  wisely,  Wooster. 

23.  (a)  In  other  cases  the  semicircles  and  hooks  may  be  used,  as 
illustrated  in  lines  1  to  8  of  plate  23.     (b)  See  page  86,  par.  34-tf. 
In  writing  circles  within  beginning  hooks,  such  circles  should  be  started 
by  the  same  movement  as  begins  the  stem.     See  plate  23,  line  5. 

SCALE   FOR  COALESCENT  LESSON. 
(SEE  PAGE  75,  PAR.  6). 

1 — Uns  curl. 

2 — Beginning  circle. 

3— Small  Wu  hook. 

4 — Vowel  before  stem. 

5— Stem. 

6— 

7 — Vowel  after  stem. 

8 — 

9— 
10— 

11 — Final  circle  or  loop. 
12 — Sun  curl. 


106 

SEMICIRCLES  AS  DIPHTHONGS. 

24.  (dt)  The  coalescent  semicircles  are  sometimes  handled  after 
the  fashion  of  diphthongs  (which  they  closely  resemble),  and  are 
written  disjoined  in  the  vowel  positions  alongside  of  stems.     This  is 
mainly  done  when  their  sounds  occur  at  the  termination  of  outlines, 
as  in  "folio"  (fol-yo).     (£)  When  so  written,  the  semicircle  which 
opens  upward  or  to  the  right  (see  line  2,  plate  24)  indicates  that 
the  second  vowel  of  the  coalescing  pair  is  a  dot-vowel ;  and  the  semi- 
circle opening  downward  or  to  the  left  (see  line  3,  plate  24)  indicates 
that  the  second  coalescing  vowel  is  a  dash — the  semicircle  being 
made  light  or  heavy  to  correspond  with  the  shade  of  the  second 
vowel  in  place  of  which  it  is  written.     This  is  illustrated  by  the" 
following  words   (see  line  10  of  plate   23):    Olio    (ol-yo),  Utopia 
(Yoo-top-yuh),  dubious  (doob-yus),  furious  (fyooryus),  ratio  (rash- 
yo),  thwack   (th-wak),    Sapolio    (Sapol-yo),  genii    (gen-yi)    capias 
(kap-yas),  copious  (kop-yus). 

ASPIRATION. 

25.  Aspiration  may,  if  deemed  necessary,  be  indicated  by  attach- 
ing the  Heh-tick  to  the  W-semicircle  or  Way-stem,  or  by  shading  the 
W-hook.     See  line  11  and  contrast :  Way,  Whey  (hwey)  ;  wist,  whist, 
wig,  whig ;  wear,  where ;  weal,  wheel. 

GENERAL  GLANCE  AT  THE  COALESCENT  SCHEME. 

26.  Plate  24  gives  a  general  glance  at  the  plan  of  coalescent 
representation,  and  will  be  useful  for  reference.     Line  1  shows  the 
stems;  line  2,  the  semicircles  indicating  Dot-vowels  (see  par.  24)  , 
line  3,  the  semicircles  indicating  dash  vowels ;  line  4  shows  the  small 
W-hook  signs ;  line  5   shows,  by  way  of  contrast,  the  Y-semicircles 
joined  to  Lay,  Ray,  Em,  and  En;  line  6  shows  the  large  W-hook 
signs  (see  par.  14)  ;  and  line  7  shows  angular  joining  of  semicircles 
to  stems. 


107 

PLATE  24. 

1.  Way  (oo-a)    ^  Yay  (e-a)  f 

2.  Weh  (oo-eh)    '  Yeh  (e-eh)   u 

3.  Wuh  (oo-uh)    D  Yuh  (e-uh)  A 

4.  Wei  C        Wer        cX       Wem       ^-N  Wen 

5.  Yuh-Lu     S~        Yuh-Ru    */        Yuh-Um  ^-~x  Yuh-tfn 

6.  Pwu     \      Bwu    \         TVu    I        Dwu    I        Kwu  C  —    Gwu 

7.  1  1 


27".  The  object  in  joining  the  semicircles  at  an  angle  to  stems  is 
to  avoid  conflict  with  L  and  R  hooks  (glance  at  plate  37). 

READING  AND  WRITING  PRACTISE. 

28.  Divide  the  exercise  book  into  three  vertical  columns.  Copy 
outlines  of  plates  23  and  24  in  the  first  column,  write  the  translation 
in  the  second  column,  and  then  cover  up  the  first  column  and  trans- 
late the  middle  column  back  into  shorthand  into  the  third  column. 
The  third  column  can  be  verified  by  comparison  with  the  first 
column.  Then  write  the  following  words  for  criticism  : 

Test  Words.  —  Primitives  and  derivatives  are  included  within  semi- 
colons ;  do  not  change  the  form  or  the  position  of  the  primitives 
when  writing  the  derivatives.  Wit,  outwit,  witty,  wittier,  wittily; 
wait,  waits,  waiter,  waiting  ;  wig,  wigless  ;  walk,  walker,  walking  ; 
yoke,  unyoke,  yoking  ;  yawn,  yawns,  yawning  ;  unique  (yoo-neek), 
uniquely  ;  wing,  wings,  wingless,  winged  ;  wine,  wines  ;  wise,  wiser, 
wisely,  unwise,  wisdom  ;  waste,  wastes,  waster,  wasting,  wasted  ;  wage, 
wages  •  weave,  weaves,  weaver,  unweave,  weaving  ;  wide,  wider, 
widely  ;  wed,  weds,  wedding,  unwed  ;  weed,  weeding,  weeds  ;  Swede. 
Swedish,  Swedes  ;  switch,  switches,  unswitch,  switching  ;  swear, 
swears,  swearer,  swearing  ;  sweet,  sweets,  sweetness,  sweetly  ;  whig, 


108 

whigs ;  well,  welfare,  unwell ;  window,  windows ;  ware,  wares,  ware- 
house ;  welcome,  unwelcome ;  quick  (kwik),  quickness,  quickly ; 
squeeze  (skweez),  squeezed,  squeezing,  squeezes;  twist,  twists, 
twisted,  twisting;  dwell,  dwelling,  dwells;  wax  (waks),  waxy,  waxed 
(wakst) ;  squeal,  squeals  ;  sequel,  sequels ;  squelch,  squelches  ;  swine, 
swinish  ;  willow,  willowy,  willows ;  yellow,  yellowish,  yellowness ; 
acquiesce  (akwi-es),  acquiesces,  acquiescence;  young,  youngster; 
west,  wester;  yeast,  yeasts;  worthy,  unworthy,  worthily,  worthless- 
ness;  weary,  wearied,  unwearied,  wearisome,  wearily;  work,  works, 
workhouse;  sequester,  sequesters,  unsequestered  (Ed-tick);  quest,  in- 
quest, request,  requested;  queer,  queerly;  twitch,  twitches;  twang, 
twangs,  twanging;  Yates,  eunuch  (yoon-uk),  Peoria  (Pe-or-yuh),  Os- 
wego,  Owego,  Wednesday  (Wensday),  swarthy,  bequest,  quorum.^ 

SECOND  STAGE— WORD  SIGNS,   PHRASES,   ETC. 
29.     WORD  SIGNS. 

We    I     , 

Withf Were__c__      What Would  _>_ 

Ye       _J Yet    __u Beyond _.."....     You     _*__ 

Where  (^_       Aware     /       While      _          Awhile     /^._ 

6 


c 

Wait    L Await  _Ji When    One      ..^^... 

30.  Phrases. — See  line  1  of  plate  25 :  We  will,  we  are  sorry,  we 
are  aware,  I   am  aware,  we  must,  we  would,  we  were,  we  shall,  we 
hope,  with  each,  with  which,  with  much. 

31.  Compound  Words. — These  words  are  composed  of  word-signs, 
the  first  woid  being  given  its  position,  as  in  the  case  of   phrases. 
See  line  2   of  plate  25:  Whenever,   wheiever,   whereto,  wherefore, 
anywhere,  nowhere,  herewith,  whereas-,  (line   3)  anywhere  else,  no- 
where else,  wheresoever,  whatsover,  wherewith,  wherewithal,  wherein, 
whereat. 


109 

PLATE  25. 
EXERCISE  ON   COALESCENT  PHRASES. 


32.  Memory  Assistance. — (a)  Note  that  the  semicircular  word-signs 
are  turned  so  as  to  indicate  whether  the  vowel  following  the  W  or  Y 
in  the  word  is  dot  or  dash;  see  paragraph  24.     (^)  In  the  outline 
for  "  whereas,"  "  as  "  is  represented  by  Zee  to   avoid  conflict  with 
words  terminating  in   the  circle.      (V)  In  the  outline  for  "  whereso- 
ever," "  so  "  is  represented  by  the  circle  to  facilitate  the  combination. 
(V)  In  the  outline  for  "  wherewithal,"  "  all  "  is  represented  by  its 
consonant  sound  (L)  for  both  facility  and  legibility  of  combination. 

SENTENCE  PRACTISE   ON  WORD-SIGNS  AND  PRINCIPLES. 

33.  Practise  the  following  sentences   (as  directed  in   par.  103, 
page  53)  until  they  can  be  written  readily  and  accurately  from  dicta- 
tion.    They  contain  only  words  properly  covered  by  the  coalescent 
and  preceding  principles.     (See  plate  26.) 

1.  What  would  you  give  to  induce  me  to  go  with  you  ?  2.  We 
were  where  you  were — beyond  the  hills.  3.  Have  you  seen  him  yet  ? 
4.  Are  you  aware  he  is  where  yon  should  be  ?  5.  We  may  give  you 
one  when  we  receive  them.  6.  Whenever  I  go  to  your  house  you 
are  somewhere  else ;  will  you  be  anywhere  else  tomorrow  ?  7.  We 
will  go  wherever  you  go.  8.  The  book  is  nowhere  to  be  seen  ;  have 
you  seen  it  anywhere  ?  9.  Wherefore  does  he  forswear  wine  ?  10. 
Wherein  is  it  offensive  to  you?  11.  What  will  you  wear  whereby  I 
may  know  you?  12.  Whereat  do  you  take  offense?  13.  Where 
were  you  this  time  last  month?  14.  Melba  sang  sweetly.  15.  Wil- 
liam Wallace  was  a  famous  Scotch  warrior.  16.  Where  are  the  ones 
we  knew  in  youth  ?  17.  Miss  Walmsley  possesses  many  whims 


110 


1. 


PLATE  26. 
SENTENCE  EXERCISE  ON  COALESCENTS. 


J*=d_. 


2. 


4, 


r 


i        / 

> 


Li 
....I 


.17, 


.18, 


19. 


v 


20. 


r 


..21, 


23.. 


0 


.26., 


• 


r  \ 


Ill 

(aspirate  omitted).  18.  He  is  weary  of  working  in  the  quarry 
(kworry).  19.  The  sequel  shows  him  to  be  in  error,  20.  Dwight 
Twist,  who  lives  in  Pueblo  (Pweblo),  requested  me  to  inquire,  which 
is  my  reason  for  making  the  inquiry.  21.  Dwight  Webster  swings 
some  unwieldy  dumb  bells.  22.  The  weary  youth  yawns  as  he 
unyokes  the  oxen.  23.  The  air  stirs  the  twigs.  24.  The  waves 
swell  and  subside.  25.  I  saw  a  quail  in  the  squash  patch.  26.  The 
tweezers  are  twisted.  27.  The  swine  are  lying  by  the  swing.  28. 
One  of  you  may  come  with  him  when  he  comes. 

THIRD  STAGE— LETTER  PRACTISE  ON  COALESCENTS. 
(FOR  KEYS,  SEE  PLATES  27  AND  28.) 

34.  A  short  stroke  through  a  character  indicates  that  it  is  long- 
hand— and  not  shorthand,  for  which  it  might  otherwise  be  read.     See 
figures  in  letter  No.  1,  line  1  ;  also  parentheses  in  letter  No.  5,  line  5. 

35.  In  such  letter  openings  as  "  in  answer  to  your  inquiry  of  the 
6th  inst,"  etc.,  the  words  "  to  "  and  "  of  the  "  preceding  the  date 
may  be  safely  omitted  from  the  shorthand  notes.     See  letter  No.  1, 
line  1. 

36.  Carefully  copy  in  exercise  book  notes  of  letters  1  to  5,  reading 
as  far  as  possible  without  the  aid  of  the  Keys.     After  this  has  been 
done,  write  from  the  Keys  into  shorthand,  verifying  by  comparison 
with  the  plates. 

KEYS  TO  LETTERS   IN   PLATES  27  AND  28. 

(No.  1.) 
MESSRS.  BAILEY  &  BOYLE, 

Cincinnati,  Ohio. 
Dear  Sirs : 

In  answer  to  your  inquiry  of  the  5th  inst.,  I  would  say  we  shall 
decide  what  to  do  by  tomorrow,  and  if  all  things  are  satisfactory  we 
hope  to  be  ready  to  set  up  the  castings  early  next  week.  James 
Smith,  who  was  away  for  several  days,  will  be  here  to  help  us  as 
usual,  thus  doing  away  with  the  necessity  of  hiring  an  outside  party. 


11? 

We  are  sorry  this  delay  was  necessary,  and  hope  you  will  do  us  the 
justice  to  think  it  out  of  our  power  to  check  the  loose  way  things  are 
going  just  now.  We  will  remedy  this  state  of  affairs  soon,  however, 
and  see  you  lose  nothing  by  this  deal. 

Yours  respectfully, 

(No.  2.) 
MESSRS.  JOSIAH  C.  FARLEY  &  Co., 

Sandusky,  Ohio. 
Dear  Sirs : 

I  am  going  to  write  to  the  Waltham  Buggy  Mfg.  Co.  for  work,  and 
wish  to  know  if  you  will   assist  me  with  your   influence.     In  these 
days  some  aid  is  necessary  if  you  wish  to  make  a  success  of  anything. 
Hoping  for  an  early  answer,  I  am 

Yours  respectfully, 

(No.  3.) 
MESSRS.  JAMES  NESS  &  Co., 

Cincinnati,  Ohio. 
Dear  Sirs : 

If  you  have  any  choice  hogs,  I  will  take  fifty  if  you  will  ship  them 
free  on  board  cars  at  your  city.* 

Yours  respectfully, 

(No.  4.) 
MESSRS.  WM.  Fox  &  SON, 

Sunbury,  Pa. 
Dear  Sirs: 

You  may  consign  to  me  thirty  cars  of  coal  early  next  week.     You 
will  receive  your  pay  for  the  same  as  soon  as  I  sell  the  coal. 
Hoping  this  will  be  satisfactory,  I  am 

Respectfully  yours, 

*  See  page  97,  paragraphs  58  and  59. 


113 


PLATE  27. 
LETTER  EXERCISE  ON  COALESCENTS. 


(1) 


^^^ 


, 


\ 


(2) 


j 


-        n      O 


(3) 


^    /A  2 


(4) 


114 

(No.  5.) 
MESSRS.  WITLOW  &  WORTH, 

Minneapolis,  Minn. 
Dear  Sirs : 

I  am  now  on  the  eve  of  visiting  several  of  the  important  cities 
of  the  United  States,  my  purpose  being  to  push  an  altogether  new, 
peculiar,  and  important  improvement  in  machinery  for  boring  wells. 
Notwithstanding  it  is  easy  to  become  familiar  with  the  idea,  no  one 
seems  to  have  foreseen  the  importance  of  the  improvement.  Never- 
theless, it  is  something  anyone  may  master  in  a  few  hours.  Never, 
to  my  knowledge  (although  almost  twenty-five  years  in  the  service  of 
the  business  house  which  I  represent),  have  I  seen  anything  to  com- 
pare with  it.  Nothing  said  will  extol  it  enough.  An  advertisement 
comparing  it  with  similar  machinery  and  showing  its  superiority  is 
published  in  the  Sunday's  issue  of  the  Manufacturers'  Gazette,  a 
copy  of  which  you  will  receive  by  the  next  mail,  and  receipt  of  which 
I  request  you  to  acknowledge  soon.  The  improvement  receives 
choice  notices  wherever  it  is  seen. 

My  reason  for  saying  this  much  is  to  induce  you  to  canvass  Duluth 
and  Minneapolis  for  this  important  improvement.  I  am  aware  of 
your  business  worth,  and  hope  you  will  see  your  way  to  engage  in 
this  work.  No  one  else,  I  fear,  would  satisfy  us  as  well  as  you ; 
while,  if  you  refuse,  we  think  it  will  also  work  to  your  disadvantage. 
Will  you  take  charge  of  our  business  in  those  cities  ?  Whenever  you 
decide  (which  I  hope  will  be  soon),  write  me.  If  you  object  to  these 
cities  and  wish  to  go  somewhere  else,  you  may  take  your  choice  and 
go  anywhere  else  you  like.  I  shall  visit  a  few  cities  in  the"  South — 
among  them,  Savannah  and  Augusta — whereat  I  hope  to  make  many 
sales. 

It  is  impossible  for  me  to  say  just  when  I  shall  leave  this  city. 
Write  me  soon  at  Savannah  (but  nowhere  else),  stating  what  you 
decide  to  do. 

Respectfully  yours, 


115 


PLATE  28. 
LETTER  EXERCISE  ON  COALESCENTS. 

(5) 


v^"')""' i  " 


No      p 


..^rrl..^_ 


p 

.  ..... 


116 


FOURTH  STAGE— TEST  LETTERS  ON  COALESCENTS. 

37.  Write  in  shorthand  the  following  letters  for  the  teacher's 
inspection,  as  test  of  fitness  to  pass  to  the  next  lesson. 

(No.  6.) 
MESSRS.  WINSLOW  &  WAMSLEY, 

Minneapolis,  Minn. 
Dear  Sirs : 

We  wish  to  acknowledge  receipt  of  yours  of  the  i6th  inst.  The 
doors  and  sashes  will  be  ready  to  ship  by  Wednesday  of  next  week, 
and  we  hope  you  will  receive  them  in  time. 

Hoping  this  will  be  a  satisfactory  answer  to  your  inquiry,  we  are 
Yours  respectfully, 

(No.  7.) 
MESSRS.  WORTH  &  WELLS, 

Wolfsboro,  N.  Y. 
Dear  Sirs : 

We  may  have  sale  for  some  choice  cheese  next  week,  and  would 
like  to  know  how  much  you  have   in   stock.     We  will  also  have  to 
have  some  mop-sticks,  horse-whips,  wire,  beeswax,  silk  twist,  inkwells, 
and  bill  books.     Are  you  ready  to  fill  such  a  request  ? 
Hoping  for  an  early  answer,  we  are 

Respectfully, 

(No.  8.) 
MESSRS.  WINSHIP  &  WARDO, 

Havana,  Cuba. 
Dear  Sirs : 

We  desire  some  choice  leaf  tobacco.  Have  you  any  to  spare  ?  If 
so,  we  would  like  you  to  consign  us  twenty  bales.  We  would  like  to 
receive  it  early  next  week. 

Hoping  you  may  see  your  way  to  filling  this  request  speedily, 
we  are  Yours  respectfully, 


117 

(No.  9.) 
MESSRS.  JAMES  REQUA  &  Co., 

Wilkesbarre,  Pa. 
Dear  Sirs  : 

When  you  are  in  Chicago  (which  city  you  inform  me  you  will  visit 
soon)  will  you  buy  me  some  wire  gauze  ?  I  require  it  for  my  win- 
dows as  a  bar  to  mosquitoes.  I  would  also  like  to  have  you  buy  me 
some  rope  for  a  swing. 

Respectfully  yours, 

QUIZ  ON  COALESCENTS. 

38.  1.  What  is  meant  by  the  term  "  Coalesce  ? "  2.  Do  con- 
sonants ever  coalesce — that  is,  combine  without  vowel  sounds  between  ? 
3.  How  are  the  Y-semicircles  always  joined  to  stems,  with  or  without 
an  angle  ?  4.  Are  the  W-semicircles  always  joined  at  an  angle  to 
stems  ? — Name  the  four  exceptions.  5.  Should  a  vowel  sign  be 
placed  before  or  after  the  stem,  in  order  to  be  read  between  the  hook 
and  stem  of  Wei,  Wer,  Wem,  or  Wen  ?  6.  On  what  stems  is  a  large 
Left-motion  hook  written  to  indicate  that  a  following  "  oo "  (W) 
coalesces  with  the  stem's  sound  as  in  "twig,"  etc? — Name  them.  7. 
When  a  vowel  sign  is  placed  before  a  Tway,  Kway,  etc.,  sign,  in  what 
relative  order  is  it  read  ?  8.  When  placed  before  a  Wei,  Wer,  Wem, 
or  Wen  sign,  in  what  relative  order  is  the  vowel  sign  read — before 
the  hook  or  after  it  ?  9.  May  the  Iss-circle  be  written  within  the 
beginning  of  the  semicircles  and  hooks  ?  10.  Name  the  signs  having 
the  circles  so  prefixed.  11.  When  are  the  semicircles  treated  as 
diphthong  signs  and  written  in  the  position  of  the  second  vowel  of 
the  coalescing  pair  ?  12.  When  used  after  the  manner  of  diphthongs, 
which  ways  do  the  disjoined  semicircles  open  to  indicate  that  the 
coalescing  vowel  is  dot  ? — which  way,  dash  ?  13.  How  is  the  phrase 
"f.  o.  b."  represented  in  shorthand?  14.  How  is  the  syllable  "  ty  " 
expressed  in  shorthand  ?  15.  What  does  a  stroke  through  a  short- 
hand character  indicate  ? 


118 


CHAPTER   X. 


HALVING. 
FIRST  STAGE— PARS.  1  TO  16. 

1.  (0)  Making  a  stem  half  of  its  usual  length  indicates  that  the 
sound  of  T  or  D  follows  the  sound  of  the  shortened  stem.     (£)  The 
T  or  D  added  by  halving  reads  last  after  all  sounds  except  a  final  citcle. 
(V)  A  circle  or  a  loop  at  the  end  of  a  shortened  stem  reads  last  after 
all  sounds  upon  the  stem.     See  line   1   of  plate  29 :    oft,   sopped 
(sopt),  wrecked  (rekt),  eased  (eezd),  iced  (iset),  risked  (riskt). 

2.  When  T  or  D  immediately  precedes  a  final-vowel  sound  (as  in 
"lofty,"  "body,"  etc.)  the  Tu  or  Du  stem  must  be  used;    because 
if  halving  were  employed  the  T  or  D,  instead  of  the  vowel  sound, 
would  read  last.     See  line  1,  and  contrast  words  ending  in  vowel 
sounds  with  those  ending  in  T  or  D :  loft,  lofty,  checked  (chekt), 
Choctaw,  east,  Esty. 

POSITION  OF   HALVED  STEMS. 

3.  Halved  stems  are  positioned  the  same  as  full-lengths,  except 
that  third-position  half-lengths  (non-horizontal   as  well. as  horizontal) 
are  written  clearly  below  the  line.     That  is  to  say,  a  half-length  should 
never  be  written  through  the  line.     This  custom  averts  error  in  de- 
termining the  length  of  carelessly  made  stems  of  the  third  position, 
as  the  full-length  third-position  non-horizontals  are  always  written 
through  the  line.     See  line  2  and  contrast :  Sap,  sapped  (sapt)  ;  cap, 
capped  (capt). 

4.  (a)  Remember,  that  it  is  the  first  non-horizontal  stem  in  an 
outline  that  is  placed  in   position.     (£)  Also,  that  a  half-length  is 
never  written  through  the  line.     See  line  2   and  contrast:  Packed 
(pakt)  ;    snatch,  snatched  (snacht)  ;  wrapped   (rapt)  ;  gasp,  gasped 
(gaspt). 


119 

COALESCING  T  OR  D. 

5.  Mated*  Coalescing  Consonants. — (a)  In  speech,  it  is  a  phonetic 
law  that,  in  case  of  mated  consonants,  T  (a  whisper)  coalesces  only 
with  its  whispered  (light)  mates ;  and  that  D  (voiced)  coalesces  only 
with  its  voiced   (heavy)  mates,  regardless  of  the  longhand  spelling. 
For   illustration  :    Sipped   (sipt),  Sobbed   (sobd).     Therefore,  in  co- 
alescing cases,  such  as  those  just  cited,  halving  of  light  mated  stems 
must  necessarily  indicate  the  addition  of  T  ;  and  the  halving  of  heavy 
mated  stems  must  necessarily  indicate  the  addition  of  D.     (ft)  Under- 
stand that  it  is  the  T   or  the  D   sound,  not  letter,  that  is  referred  to. 
The  analysis  in  parentheses  shown  in  connection  with  the  illustrations 
in  this  paragraph  evidence  that  the  final  letters  "ed"  in  the  common 
print  often  represent  coalescing  T.     See  line   3  (T   added) :    Apt, 
Stepped   (stept),  pitched  (pitcht),  act  (akt),  walked  (wawkt),  basked 
(baskt),  aft,  soft,  laughed  (laft),  fished  (fisht).     Line  4  (D  added)  : 
Ebbed,    rubbed,    aged,    waged,   wagged,   waived,   saved,    enslaved, 
bathed,  oozed,  rouged  (roozhed),  soothed. 

6.  Unmated  Coalescing  Consonants. — At  this  stage,  the  only  Unmated 
stems  which  are  halved   are  those  representing  L,   R,  M,  and  N 
sounds.     When  bearing  hooks,  however,  the  other  unmated  stems 
may  also  be  halved,  as  will  be  shown  in  subsequent  lessons. 

7.  (a)  The  consonants  L,  R,  M,  and  N  possess  the  phonetic  pe- 
culiarity of  coalescing  readily  with  either  T  or  D  ;  whereas  in  case  of 
the  mated  consonants,  the  light   coalesce   only    with    T,   and   the 

*  For  definition  of  Mated  and  Unmated,  see  Phonetic  Introduction,  paragraphs  9  to  11,  and 
Plate  No.  1.  While  the  theory  involved  in  these  phonetic  distinctions  is  not  always  rigidly  applied 
to  shorthand  writing;,  a  knowledge  of  it  is  indispensable  to  an  intelligent  use  of  phonographic  mater- 
ial, enabling,  as  it  does,  the  writer  to  base  distinctions  between  conflicting  words  upon  broad  prin- 
ciples, rather  than  blindly  memorizing  hieroglyphics.  Some  affect  contempt  for  theory.  This  is  as 
senseless  as  to  carry  theory  to  extremes.  There  is  a  desirable  medium.  Theory  is  intended  to  assist 
and  guide  practise,  not  to  impede  or  obstruct  it.  The  theory  of  each  lesson  should  be  thoroughly 
mastered  by  the  student.  Then  he  should  determine  the  elasticity  of  the  theory ;  that  is  to  say,  (1) 
to  what  extent  practise  is  benefited  by  a  strict  enforcement  of  theory ;  or  (2)  how  far  theory  may 
safely  yield  in  the  interest  of  practise.  No.  1  gives  rules;  No.  2  furnishes  exceptions.  This 
thought  is  impressed  right  at  this  point,  because  the  rapidly  increasing  richness  of  shorthand  material 
will  prove  a  source  of  bewilderment  and  inextricable  confusion  to  the  student  who  begrudges  the 
mental  effort  necessary  to  master  the  fundamental  ideas,  and  who,  by  skipping  the-"  difficult  "  por- 
tions, misses  the  logical  sequence  of  the  instruction.  But  he  who  diligently  applies  himself  and 
masters  each  successive  step  will  find  himself  qualified  to  intelligently  utilize  the  various  forms  to 
secure  needed  distinctions  between  conflicting  words  His  work  will  be  pleasureable,  his  interest 
will  be  sustained  throughout,  and  his  progress  toward  efficiency  more  rapid  than  by  any  other  method. 


120 

heavy  coalesce  only  with  D.  Advantage  is  taken  of  this  peculiarity 
to  halve  Ul,  Ur,  Um,  and  Un  (they  being  light  stems)  to  add  the 
coalescing  light  T,  and  to  halve  and  shade  them  to  indicate  the  addi- 
tion of  coalescing  heavy  D.  Analogy  is  thus  established  with  the 
mated  stems.  (#)  These  halved  signs  are  named  Ult,  Uld,  Urt, 
Urd,  Umt,  Umd,  Unt,  Und,  to  suggest  the  coalescence  of  their 
sounds.  See  plate  29,  line  5  :  Felt,  failed ;  tart,  tarred  ;  hurt,  heard ; 
stamped  (stamt),  stemmed  (stemd)  ;  sent,  sunned ;  held,  sold,  (f)  As 
the  downward  signs  for  Ul  and  Ur  suggest  the  absence  of  a  following 
vowel  sound,  when  halved  they  naturally  indicate  coalescing  T  or  D. 
(</)  Lu  and  Ru  (upward  strokes),  suggesting  presence  of  a  following 
vowel  sound,  when  halved  naturally  indicate  non-coalescent  T  or  D, 
and  will  be  considered  under  that  head  later  on. 

8.  The  shading  of  Ul,  Ur,  Um,  and  Un  when  halved  to  add  D 
causes  no  conflict  with  Yu,  Wu,  Ump,  and  Ung.     The  latter  group  of 
four  stems  are  not  halved  unless  hooked  (see  par.  6)  ;  whereas,  hooked 
L,  R,  Um,  and  Un  (as  will  be  seen  in  subsequent  lessons)  are  never 
shaded  when  halved — the  context  being  relied  upon  to  distinguish 
between  T  or  D  so  added.     See  pars.  9  to  12  inclusive  for  further 
detailed  explanation  in  this  connection. 

9.  (a)  "  Ump  "  only  faintly  coalesces  with  a  following  T  or  D  (as 
in  "  camped,"  "  stamped,"  etc.),  and  in  ordinary  pronunciation  such 
words  are  heard  as  "kamt,"  "stamt,"  etc.,  the  "p"  being  obscured 
and  the  "  d  "  letter  having  a  "  t "  sound.     The  halving  of  simple  Em, 
therefore,  meets  these  requirements,  and  the  halving  principle  is  not 
applied  to  Ump-b.     (£)  Note  that  shading  of  full-length  Um  adds  P 
or  B ;  but  shading  of  the  half-length  Um  adds  D.     See  lines  6  and  7 
of  plate  29,  and  contrast :   Romp,  romped  (romt),  roamed ;   pump, 
pumped    (pumt),   palmed    (pamd) ;    jump,  jumped    (jumt),  jammed 
(jamd) ;  (7)  camp,  camped  (kamt),  calmed  (kamd) ;  thump,  thumped 
(thumt),  thumbed  (thumd). 

10.  On   account  of  the  infrequency  of  occurrence  of  Ung-t  or 
Ung-d,  there  is  little  utility  in  halving  Ung.     Therefore,  Tu  and  Du 


121 

stems  are  used  in  connection  with  Ung,  and  conflict  with  Und  is 
thus  avoided.  See  plate  29,  line  8,  and  contrast :  Wronged,  ruined ; 
hanged,  honeyed. 

11.  W  and  Y  never  coalesce  with  following  consonants.     There- 
fore Wu  and  Yu  are  not  halved,  the  coalescent  semicircles  being  used 
on  the  Tu  and  Du  stems.     Conflict  with  Urd  and  Uld  is  thus  averted. 
See  line  8    of   plate  29,   and  contrast :  Wade,  aired  ;   yawed,  old ; 
swayed,  soared. 

12.  (a)  The  coalescent  small-hook  strokes  (Wei,  Wer,  Wem,  and 
Wen)  are  halved  to  add  either  T  or  D.     Emphasis  is  placed  upon 
the  fact  that  these  hooked  signs  are  not  shaded 'to  indicate  the  addition 
of  D  ;  the  context  is  depended  upon  to  distinguish  between  T  or  D 
added  by  their  halving.     See  line  9  of  plate  29 :  Wilt,  wild ;  wart, 
wired;  went,  wind. 

PLATE  29. 
WORD  EXERCISE  ON  HALVING. 


13.     Nomenclature. — The  coalescing  mated  half-lengths  (taken  in 
the  order  of  consonants  as  presented  on  page  8)   are  named :  Ept 


122 

Ebd,  Etcht  Edgd,  Ekt  Egd,  Eft  Evd,  Etht  Ethd,  Est  Ezd,  Esht  Ezhd, 
Sept  Sebd,  etc.;  the  coalescing  unmated  are  named:  Ult  (down) 
Uld,  Urt  Urd,  Umd  Umt,  Unt  Und ;  Surt,  Suit,  Surd,  Sund,  Welt, 
Weld,  Wert-Werd,  Went-Wend,  etc.  Ordinarily  the  name  of  a  sign 
is  formed  by  substituting  the  vowel  sound  of  "  ebb  "  or  "  up  "  for  the 
vowel  of  the  word  represented,  viz.:  "Apt,"  Ept;  "ebbed, "Ebd; 
"  sobbed,"  Sebd ;  "old,"  Uld:  "sold,"Suld;  "  sort,"  Surt,  etc.  The 
name  thus  becomes  the  connecting  link  between  the  spoken  word 
and  the  shorthand  representative,  and  is  of  invaluable  memory  assist- 
ance. Practise  on  the  nomenclature  by  naming  the  signs  in  plate 
29,  substituting  the  vowel  of  "  ebb  "  or  "  up  "  for  the  vowel  of  the 
word,  and  making  each  stem  in  an  outline  the  basis  of  a  new  name. 
For  example :  "  Apt,"  Ept ;  "  soft,"  Seft ;  "  wrecked  "  (rekt),  Ru-Ekt ; 
"  jumped  "  (jumt)  Ju-Umt,  etc.  The  mastery  of  the  nomenclature 
compels  an  understanding  of  the  lesson. 

14.  Caution. — (a)  Ult  (light,  downward)  is  only  used  when  con- 
nection with  another  stem  indicates  the  direction.  The  upward 
direction  is  always  used  when  the  halved  L  is  the  only  stem  in  the 
outline.  The  halved  stems  agree  with  the  full-lengths  in  this  respect. 
(See  page  16,  par.  17;  page  24,  par.  59;  page  30,  par.  11.)  This 
fact  renders  it  necessary  to  represent  coalescing  combinations  as  in 
"  salt "  and  "  hilt "  by  the  upward  direction,  though  the  downward 
stroke  is  the  logical  coalescing  representative  where  a  stem  joining 
permits  of  choice  of  direction.  See  line  9,  plate  29 :  Salt,  consult- 
hilt,  knelt.  (b~)  Uld,  however,  may  be  written  a/one,  as  its  shade  is 
evidence  of  its  downward  direction— it  being  contrary  to  all  laws  of 
penmanship  to  shade  ^/-strokes.  See  line  9 :  Old,  hold,  sold.  See 
paragraph  7. 


1'23 


SCALE   FOR  THE  HALVING  LESSON. 
(SEE  CHAP.  7,  PAR.  6.) 

1— ^Uns  curl. 

2 — Beginning  circle,  or  loop- 

3— Small  Wu-hook. 

4 — Vowel  before  stem. 

5 — Stem. 

6 — Large  Wu-hook — Tway,  etc. 

7 — Vowel  after  stem. 

8— 

9— 

10— T  or  D  added  by  halving. 
11 — Final  circle  or  loop. 
12— Sun  curl. 

15.  Translate   and  copy   outlines   of   plate   29,   as  directed   on 
page  14,  paragraphs  8  and  9. 

TEST  WORDS. 

16.  Write  for  the  teacher's  inspection  the  following  words,  as 
directed  in  paragraph  42,  page  21.     Be  careful  to  make  a  marked 
distinction   between  full-lengths  and  half-lengths.     It  is  a  common 
occurrence  for  a  student  to  carelessly  write  a  full-length,  and  then, 
when  correction  is  made  by  his  instructor,  to  remark,  "  O,  I  intended 
that   for   a  half-length ! "     Intentions    must   be   backed   by  correct 
execution  ;  show  your  intentions  on  paper. 

(a)  Coalescing  Mated. — Sipped,  sobbed,  equipped  (ekwipt) ,  twitched 
(twicht),  hedged,  suspect  (suspekt),  insect,  paged,  pegged,  switched, 
winked  (wingkt),  diseased,  swift,  stepped,  received,  pushed,  fished, 
iced,  sized,  east,  Esty,  laughed  (laft),  lofty,  Egypt,  insect,  risked 
(riskt),  nabbed,  wrecked,  rickety,  stitched. 

(£)  Coalescing  Unmated. — Felt,  failed,  sailed,  tart,  sort,  assort, 
accent,  desired,  sand,  desert,  hired,  hurt,  ruined,  pumped,  skimmed, 
quilt,  quelled,  squealed,  twilled,  stamped  (stamt). 


124 

(r)  Primitives  and  Derivatives. — Pack,  packed  (pakt),  unpacked ; 
chip,  chipped  (chipt)  ;  except,  excepted  (eksept),  unexcepted ;  accept 
(aksept),  accepted  (see  paragraphs  3  and  4),  unaccepted;- exact, 
exacted,  exactingly,  inexact ;  kneel,  knelt ;  toil,  toiled  (toild)  ;  soft, 
softly,  softness  ;  apt,  aptly,  aptness  (disjoin  sign  for  "  ness  ")  ;  scent, 
scented,  unscented  ;  hard,  hardness,  hardly ;  heard,  unheard  ;  tamed, 
untamed ;  sold,  unsold  ;  formed,  unformed ;  wipe,  wiped,  unwiped. 

(</)  Miscellaneous. — Ruined,  wronged,  stemmed,  stamped,  heart, 
healed,  gasped. 

NON-COALESCING  T   AND   D.— NON-COALESCING 
MATED    CONSONANTS.     (See  page  77,  par.  5-£.) 

SECOND  STAGE— PARS.  17  TO  26. 

17.  (a)  Where  T  and  D  sounds  coalesce  with  preceding  mated 
consonants  (as  explained  in  paragraph  5),  the  student  should  have 
no  trouble  in  outlining,  unless  misled  by  the  unphonetic  spelling ; 
because,  to  repeat,  the  light  mated  consonants  coalesce  only  with  T, 
and  the  heavy  mated  coasonants  coalesce  only  with  D.  But  when  T 
or  D  does  not  coalesce  with  a  preceding  consonant  (i.  e.,  when  a  vowel 
sound  intervenes),  then  there  is  no  phonetic  bar  to  either  T  or  D 
following  either  light  or  heavy  consonants  (viz.,  fate,  fade;  vote,  void  ; 
etc.).  Therefore,  in  writing  such  words,  the  shorthand  writer  needs 
to  exercise  a  little  care ;  for  if  halving  were  applied  to  all  non- 
coalescing  cases  to  add  either  T  or  D,  it  would  be  necessary  to 
depend  upon  the  context  altogether  to  determine  which  should  be 
read.  (Jj)  Now,  while  the  context  will  generally  guide  in  the  choice 
between  words  of  several  consonants  (as  <;  repeat,"  "  rapid,"  etc.),  it 
would  be  unreliable  in  case  of  words  of  few  consonants  (such  as 
"  tight,"  "  tied,"  etc.),  which  could  be  easily  confused.  For  instance, 
either  "  tight "  or  "  tied  "  would  make  sense  in  the  sentence,  "  the 
rope  was  tight-tied,"  and  if  the  shorthand  distinction  were  not  clear 
an  error  might  occur  in  translating.  To  avoid  this  risk,  the  coalesc- 
ing theory  is  applied  to  cases  where  halving  would  result  in  a  single- 
stem  form  (as  in  "tight"  and  "tied").  That  is,  light  stems  are 


125 

halved  to  add  T  only,  and  heavy  stems  are  halved  to  add  D  only  ; 
and  when  T  follows  a  heavy  consonant,  or  D  follows  a  light  con- 
sonant, stems  are  used.  To  illustrate,  see  line  1  of  plate  30,  and 
contrast  :  Pot,  pod  ;  bid,  bought  ;  tight,  tied  ;  dead,  debt  (det)  ; 
cheat,  chide  ;  fat,  food  ;  shot,  shod. 

18.  (a)  As  indicated  in  paragraph  17-^,  when  a  word  abounds  in 
consonants  —  or,  to  be  definite,  when  halving  would  result  in  an  out- 
line of  two  or  more  stems  —  then,  either  T  or  D  may  generally  be 
added  by  halving,  and  the  context  be  depended  upon  to  guide  in  the 
choice  when  translating.  For  illustration  see  plate  30,  line  2  :  Rapid, 
rabbit-rabid  ;  expedite,  justified,  exhibit  (egzibit),  invite,  invade, 
bestowed,  visited. 

($)  The  extent  to  which  this  license  (the  halving  of  stems  freely 
to  add  either  T  or  D)  may  be  safely  carried,  will  be  amply  illustrated 
in  the  reading  exercises.  But  remember  that  the  rules  founded  on 
theory  are  for  the  student's  guidance  :  therefore,  when  in  doubt  apply 
them  —  that  is,  use  stem  for  T  when  it  follows  heavy  consonants, 
and  stem  for  D  when  it  follows  light  consonants,  if  obscureness  is 
feared  from  use  of  halving. 

PLATE  30. 


-<•  \  -  -C    v,  £  d. 

T          l     <~ 


126 


NON-COALESCING  UNMATED  CONSONANTS. 

19.  TwO'Direction  Consonants,  L  and  R. — (a)  The  two  directions  of 
L  and  R  are  utilized  to  distinguish  between  coalescing  and  non- 
coalescing  T  or  D — the  downward  directions  indicating  coalescence, 
and  the  upward  directions  indicating  non-coalescence  (see  par.  7  f). 
(&)  In  case  of  downward  L  and   R,  distinction   between   coalescing 
T  and  D  is  indicated  by  shading  (see  par.  7)  ;  but  as  it  is  not  feasible 
to  shade  an  upward  stroke  in  rapid  writing,  Lu  and  Ru  (being  light 
stems)  are  halved  to  add  non-coalescing  T  only,  and  a  following  non- 
coalescing  D  is  represented  by  its  stem.     See  line  3  of  plate  30,  and 
contrast  the  outlines  of  words  included  within  semicolons  :    Vault, 
veiled,  violate,  valid  ;  pelt,  paled ;  car-lot,  car-load ;  tart,  tarred,  turret, 
tarried,     (t)  Occasionally  convenience  and  legibility  of  joining  require 
that  coalescing  combinations  be  represented  by  the  upward,  instead  of 
the  logical  downward,  direction.     Such  cases  are  comparatively  few, 
and  can  be  easily  memorized.     See  line  4  of  plate  30  :  Resort,  exert, 
yard,  result,  embezzled,  whistled,  cart,  fort. 

20.  Um  and  Un  are  halved  to  add  non-coalescing  T,  and  halved 
and  shaded  to  add  non-coalescing  D,  as   in  case  of  the  coalescing 
sounds.     If  conflict  is  feared,  the  intervening  vowel  may  be  inserted ; 
but  this  is  rarely  necessary,  as  the  context  will  generally  distinguish 
coalescing  from  non-coalescing  cases.     See   line   5  of   plate  30  and 
contrast :  Need,  not ;  signed,  snowed ;  aimed,  made ;  met,  omit ;  nod, 
Ned,  nude ;  smite,  summit,  humid. 

21.  (a)  The  halved  Ru  when  standing  alone  would  conflict  with 
halved  Chu.     In  case  of  the  full-lengths,  Ru  and   Chu  are   distin- 
guished by  difference  of  slant ;  but  in  case  of  their  half-lengths  this 
difference  of  slant  is  difficult  to  observe,  and  should  not  be  risked. 
Therefore,  words  like  "write,"  "  ride,"  etc.,  should  be  written  with 
the  Tu  and  Du  stems.     (//)  When  joining  with  other  steins  indicates 
the  direction,  then  Ru  may  be  safely  halved.     See  line  6  of  plate  30, 
and  contrast :  Writ  (rit),  cheat,  ride;  pitched  (picht),  pirate  ;  matched, 
merit,     (t)  For  similar  reasons  (which  will  appear  rn  the  Final-Hook 


127 

lesson),  Hu  is  only  halved  when  joined  to  other  stems.     See  line  6  of 
plate  30  :  Hate,  steam-heat,  red-hot. 

22.  The    large-hook    strokes    may    occasionally   be  halved ;    but 
generally  it  is  more  legible  to  use  the  Tu  or  Du  stem.     See  line  7  of 
plate  30  :  Quit,  twit,  Tweed,  Dwight,  quid. 

23.  Nomenclature. — To  indicate  their  non-coalescing  significance, 
the  halved  stems  are  called   Pet,  Bed,  Ted,  Ded,  Chet,  Ket,  Ged, 
Pets,  Slet,  Sket,  Twet,  Kwet,  Ret,  Het,  Let,  Met,  Med,  Net,  Ned, 
Snet,  Sned,  Smet,  Smed,  etc. 

24.  Primitives  and  Derivatives. — When  writing  derivatives,  remem- 
ber that  a  primitive  sign  retains  its  form  as  well  as  its  position  with 
reference  to  the  line.     See   line  7  of  plate  30  :  Act,  acted,  actual, 
actually ;  need,  needed  ;  end,  ended ;  hand,  handed. 

25.  Carefully  practise  the  outlines  in  plate  30  as  directed  on  page 
14,  pars.  8  and  9. 

TEST  WORDS. 

26.  Write  the  following  words  for  the  teacher's  inspection  : 

(a)  Non=coalescing  Mated. — Fat,  food,  tight,  tied,  pot,  pod,  dead, 
debt,  cheat,  chide,  kite,  kid,  thought,  thawed,  shot,  shod,  levied,  levity, 
stampede,  ragged. 

(<£)  Non=coalescing  Unmated. — Need,  night,  slide,  slight,  made,  met, 
merit,  married,  bullet,  bellowed,  rate,  parrot,  purity,  car-lot,  car-load. 

(c)  Miscellaneous. — Sinned,  Senate,  sipped,  spit,  muddy,  mud, 
needy,  pet,  petty,  fight,  fiat  (see  Chap.  7,  par.  3),  ruined,  wronged, 
wend,  winged,  capped  (kapt),  tapped,  testified,  justified,  start,  stared, 
saturate,  sport,  separate,  tart,  turret,  tilt,  toilet,  port,  pirate,  pitched, 
word,  wart,  twilled,  dwelt,  twilight,  quilt,  quelled,  squealed,  squalid, 
exhort  (eksort),  exactingly,  inlet,  knelt,  mallet,  melt,  mailed,  bought, 
bid,  yacht,  old,  weighed,  aired,  humped,  impute,  fort,  fortunate 
(Uf-Ret-Net).  thought,  thawed,  act,  code. 

(</)     Primitives  and  Derivatives. — Nod,  nodded ;  scent,  scented,  un- 


128 

scented ;  sound,  sounded  f  bail,  bailed ;  bellow,  bellowed ;  mar,  marred ; 
marry,  married  ;  fate,  fatal,  fatally,  fatality  ;  except  (eksept),  excepted ; 
accept,  accepted ;  spot,  spotted,  spotless  ;  fit,  fitted,  fits,  unfit,  fittingly. 

THIRD  STAGE— GUIDE   TO  VARIOUS  WAYS  OF   WRITING 

T   AND   D. 

PARS.  27  TO  35. 

27.  The  addition  of  T  or  D  by  halving  presumes  a  comparison 
of  lengths ;  and  an  angular  combination,  or  an  intervening  circle  or 
hook  is  generally  essential  to  such  comparison.     See  line  1  of  plate 
31 :  Rotate,  nicked  (nikt),  vouched  (voucht),  covet,  tweaked  (tweekt), 
avenged,  moderate,  hamlet,  answered  (ansurd),  ratified,  madam. 

28.  Ordinarily,  if  two  stems  join  without  an  angle,  neither  should 
be  halved,  but  an  associated  T  or  D  should  be  expressed  by  its  stem. 
See  line  2  of  plate  30  :  Kicked  (kikt),  liked,  suffocate,  reared,  mapped 
(mapt),  emphatic  (emfatik),  methodic,  esthetic,  judged. 

29.  Occasionally  in  non-angular  joinings,  difference  of  shade  will 
distinguish  between  varying  lengths.     See  line  3   of  plate  31,  and 
contrast :  Fired,  fort,  card,   cart,  named,  animate.     The  preceding 
illustrations  cover  the  principal  combinations  to  which  this  idea  is 
applied.     Experience  has  demonstrated  that  no  conflict  with  Wu  or 
Ump  results  from  this  practise. 

30.  Disjoining. — (a)  In  outlining  words  like  "  attitude,"  containing 
more  than  two  consecutive  "  t's  "  or  "  d's,"  it  is  not  practicable  to 
combine  all  the  sounds  either  by  means  of  halving  or  by  the  use  of  the 
Tu  or   Du  stems.     Experiment  with  this  word.     This   difficulty  is 
overcome  by  combining  two  of  the  sounds  in  a  halved  stroke  and 
writing  it  disjoined  near  the  full-length  stem  of  the  other  sound.     See 
line  3  of  plate  31  for  illustrations  of  such  cases  :  Institute,  attitude, 
substitute,  destitute.     (&)  One  of  the  important  advantages  of  this 
disjoining  expedient  is  that  it  often   avoids  the   reconstruction  of  a 
primitive  form.     See  line  4  of  plate  31,  and  compare  primitives  and 
derivatives :  Accept,  acceptance,   apt,  aptness,     (e)  Disjoining  may 


also  be  used  to  avoid  the  writing  of  any  triple-length  straight  stems. 
See  line  4  of  plate  31  :  Rarer,  Keokuk.  (d~)  The  syllables  of  a  word 
govern  the  sounds  represented  by  the  disjoined  signs.  For  instance, 
write  Rar-er,  not  Ra-rer;  Keo-kuk,  not  Keok-uk;  atti-tude,  not 
attit-ude,  etc.  (e)  The  second  of  the  disjoined  signs  should  be 
written  above  the  first,  if  convenient,  in  order  to  avoid  conflict  with 
implication  of  "  con  "  or  "  com  "  syllables.  See  line  4  of  plate  31, 
and  contrast  the  other  disjoined  signs  with :  Accompany  (ak-kom- 
pany),  recommend  (re-kom-end). 

PLATfi  31. 

WORD  EXERCISE  ON  HALVING. 


31.  («)  The  phonographic  theory  caters  to  syllable  representation, 
and  shorthand  writing  and  reading  is  vastly  improved  by  this  practise. 
But  the  spoken  syllable  is  rather  elastic,  and  where  the  shorthand 
combination  is  materially  improved  thereby  a  medial  T  or  D  may  be 
shifted  from  a.  following  to  a  preceding  syllable,  or  vice  versa,  without 
seriously  affecting  the  syllabic  utterance.  See  line  5  of  plate  31 : 
Antique  (anteek),  symptom  (simtum),  sentence,  intend,  maturity, 
aptitude,  estimate,  esteemed,  ordain,  ultimate.  The  outlines 
adopted  eliminate  the  vertical  Tu-stem  and  thus  secure  line-writing ; 


130 

while  at  the  same  time  the  sound-divisions  represented  (ant-eek, 
simt-um,  sent-ens,  int-end,  mat-ur-ity,  apt-itude,  est-imate,  est-eemd, 
ord-ain,  ult-imate)  sufficiently  reflect  the  syllabic  thought.  Exper- 
iment with  the  shorthand  forms  of  the  rejected  syllabic  divisions 
(an-teek,  sim-tum,  ma-tu-ri-ty,  etc.)  and  note  the  superiority  of  the 
recommended  forms,  (b)  Of  course,  the  preceding  practise  must 
yield  to  the  requirements  of  paragraph  28. 

32.  Representation  of  T  or  D  Governed  by  Vocalization. — See  scale 
on  page  123.     (a)  Stems  must  be   used  when   T   or  D  immediately 
precedes  a  final-vowel  sound.     See  line  6  of  plate  31,  and  contrast: 
Might,  mighty  ;  east,  Esty. 

(£)  Stem  must  be  used  for  T  or  D  when  two  concurrent-vowel 
sounds  immediately  precede  or  follow  it.  See  line  6  of  plate  31,  and 
contrast :  Pet,  poet  (po-et)  ;  fight,  fiat  (fi-at)  ;  Sitka,  sciatica  (si-atiku). 

(/)  Stem  must  be  used  for  T  or  D  when  it  is  immediately  fol- 
lowed by  a  vowel  sound  which  can  neither  be  safely  omitted  nor 
written  before  a  following  stem.  See  line  7  of  plate  31,  and  contrast : 
Notes,  notice  (notis)  ;  lots,  lotos ;  ends,  induce ;  appetites,  potatoes ; 
saints,  Santos.  The  final  S  of  each  of  the  preceding  words  is  logically 
represented  by  the  circle.  Observe  that  the  T  coalesces  with  the 
following  S  in  "  notes,"  "  lots,"  etc.,  and  may  therefore  be  repre- 
sented by  halving;  but  "  notice,"  "lotos,"  etc.,  require  the  Tu  stem 
to  provide  place  for  the  vowel  preceding  the  final  non-coalescing  S. 

(</)  Of  course,  when  consistent  with  the  other  elements  of  legi- 
bility hereinbefore  mentioned,  it  is  desirable  to  add  final  T  or  D  by 
halving,  as  halving  indicates  clearly  that  no  vowel  sound  is  to  be 
read  after  the  T  or  D  so  added. 

33.  "  Ts  "  and  "  St  "  Combinations  Contrasted. — See  scale  on  page 
123,  and  note  that  a  final  circle  reads  after  a  T  or  D  sound  added  by 
halving;  /.<?.,  the   sounds  are  read  relatively    "  t-s,"   as  in   "cats." 
Therefore,  halving  should  not  be  employed  in  writing  such  words  as 
"cast,"  in  which  the  "  s-t"  order  occurs — the  small  Steh-loop  being 


131 

used  in  such  cases.  This  is  a  common  error  ;  guard  against  it !  See 
plate  31,  line  8,  and  contrast:  Cats,  cast;  feats,  feast;  repeats, 
repast ;  refutes,  refused  ;  invites,  invest. 

34.  Practise  the   outlines  in  plate  31  as   directed  on   page   14, 
pars.  8  and  9. 

TEST  WORDS. 

35.  Write  the  following  words  for  the  teacher's   inspection,  as 
directed  on  page  21,  par.  42 ;  primitive  words  are  inserted  by  way  of 
contrast  with  the  half-length  derivative :  Slack,  slacked,  slackened, 
unslacked   (see  page   87,   par.   38);    pop,   popped;    judge,   judged; 
vacate,  vacated  ;  fort,   fortnight ;  fortunate,    unfortunate ;  locate,  lo- 
cated ;  scare,  scared  ;  rate,  rated  ;  conduct,  conducted ;  mope,  moped ; 
mob,  mobbed  ;   fire,  fired ;   afford,  affords  ;    name,  named ;    rectify, 
rectified,  rectitude  (Ru-Ukt-Ted) ;    revenge,  revenged ;    art,  artless, 
artlessly;  cook,  cooked  ;  bob,  bobbed  ;  knot,  knotted,  knotty  ;  repeat, 
repeated,  repeatedly ;    rapid,    rapidly,    rapidity ;    baked,    unbaked ; 
signed,  unsigned ;  desire,  desired,  undesired ;  sold,  unsold;  puzzle, 
puzzled ;    muzzle,    muzzled ;    whistle,   whistled   (whisld) ;    embezzle, 
embezzled ;    tight,   tightly,   tightness,  tightened ;    fat,  fatty,   fatness, 
fatted,   fatten,  fattened ;    light,   lightness,    lightened,    lightly ;    hard, 
hardly,  hardness,  hardened;  animate,  animated;   ordain,   ordained; 
mast,  mats ;  pets,  pest ;  appetite,  potato  (see  pars.  2  and  31) ;  ulti- 
mate, ultimo,   ultimately,  ultimatum ;  limit,  limitless  ;  hug,  hugged ; 
requite,  requited  ;  ants,  entice,  feats,  photos  (fotos),  thatched,  matched, 
loomed,  fastened  (fasnd),  altitude  (Lu-Tu,  Ted' disjoined),  latitude 
(Let-Ted),  ordinance. 

FOURTH  STAGE— PREFIXES. 
PARS.  36  TO  42. 

36.  Unt  is  used  as  a  prefix  sign  for  "  inter,  "  enter,"  or  "  intro." 
It  is  disjoined  when  there  is  danger  of  conflict  with  the  unvocalized 
signs  of  the  "  in  "  or  the  "  un  "  syllables  ;  in  other  cases  it  is  joined,  if 
convenient.     See  line  1  of  plate  32,  and  contrast:  Induce,  introduce; 
interpose,  interposes,  interposed  ;  unweave,  unweaved ;  interweave, 


13-2 

interweaved ;    interview,    interviewed,    interviewer ;    intersect,    inter- 
sected ;  unmixed,  intermixed ;  unlaced,  interlaced  (see  par.  24). 

37.  Um,  disjoined  and  written  above  the  remainder  of  the  word, 
represents  "  magni,"  "  magna,"  or  "  magne."     See  line  3  of  plate  32  : 
Magnify,  magnified,  magnitude  (diphthong  sign  joined) ;  magnesia ; 
magnanimity,  magnanimous ;  magnetism. 

38.  The  prefix  "with"  (as  in  "withstood")  is  better  represented 
by  the  sign  of  its  consonant   sound  (the  Thu-stem)  than  by  its  co- 
alescent  word   sign,  Weh — the  stem  sign  joining  more  readily  with 
other  characters,  especially  with  the  circle.     See  line  3  of  plate  32 : 
Withhold,  withstood. 

SUFFIXES. 

39.  "  Ed." — The  "  ed  "  suffix  (as  in  "  waited,"  "  noted,"  "  started," 
etc.)  may  be  represented  in  three  ways,  viz.: 

(a)  By  Halving. — If  the  primitive  outline  terminates  in  a  full- 
length  stem,  halve  it  to  add  the  D  of  a  following  "  ed  "  syllable.  See 
line  4  of  plate  32,  and  compare  primitives  and  derivatives :  Wait, 
waited ;  recite,  recited ;  decide,  decided ;  state,  stated ;  solicit, 
solicited. 

(£)  By  the  "  Da  "'Stem. — If  the  primitive  terminates  in  a  half- 
length,  represent  the  following  "  ed  "  syllable  by  the  Du  stem  if  it  joins 
legibly — that  is,  makes  a  sharp  angle.  See  line  5  of  plate  32,  and 
compare  primitives  and  derivatives  :  Note,  noted ;  execute,  executed ; 
resort,  resorted ;  except,  excepted ;  accept,  accepted  (see  par.  24)  ; 
allure,  allured  (introduced  to  contrast  with  "  lure  "  and  "  lured  "  in 
line  6). 

0  By  the  "  Ed  "-Tick. — The  "  ed  "-tick  is  used  when  the  primitive- 
word  outline  terminates  in  a  loop  (as  in  "  roast ") ;  when  the  prim- 
itive-word outline  terminates  in  a  full-length  stem  which  cannot  be 
halved,  on  account  of  non-angular  joining  with  a  preceding  stem,  and 
to  which  the  Du  stem  joins  badly  (as  in  "  lower ") ;  or  when  the 
primitive-word  outline  terminates  in  a  half-length  to  which  the  Du- 


133 

stem  does  not  join  at  a  sharp  angle  (as  in  "start").  See  line  6  of 
plate  32,  and  compare  primitives  and  derivatives :  Roast,  roasted ; 
lower,  lowered ;  lure,  lured ;  slight,  slighted  ;  start,  started. 

PLATE  32. 


40.  («)  The  "  ed  "  syllable  is  a  very  common  one,  and  its  short- 
hand representation   should  be  thoroughly  mastered.     The  relative 
importance  of  the  three  methods  of  writing  it  is  in  the  order  pre- 
sented, viz.:  First,  by  halving;  second,  by  the  Du-stem ;  and  lastly, 
when  the  other  two  methods  fail,  by  the  tick.     The  indiscriminate 
use  of  the  tick  would  cause  conflict  with  half-lengths,  also  with  inac- 
curacies of  penmanship,  and  it  is  therefore  recommended  only  as  a 
last  resort ;  its  mission  is  to  avert  the  disjoining  of  the  Du-stem,  and 
for  this  reason   it   is  licensed  in  case  of  such  words   as  "  lowered  " 
and  "  lured,"  which  do  not  terminate  in  strictly  "  ed  "  syllables,     (b) 
The  "  ed  "-tick  may  be  written  at  any  angle. 

41.  "  Est." — The  "  est "  syllable  may  be    represented    in  three 
ways,  viz.: 

(a)     If  the  primitive  terminates   in  a  plain  stem   (that  is,  without 
final  circle,  loop,  or  hook),  represent  a  following  "  est "  syllable  by 


134 

the  Stu-loop.  See  line  7  of  plate  32,  and  compare  primitives  and 
derivatives :  Old,  oldest ;  hard,  hardest ;  slight,  slightest ;  mad, 
maddest;  muddy,  muddiest. 

(p)  If  the  primitive  terminates  with  a  circle  which  may  be  logically 
turned  by  the  Right-motion,  represent  a  following  "  est  "  syllable  by 
Est  (halved  Us)  which  is  a  Right-motion  curve.  Est  may  be  written 
upward  if  the  downward  direction  is  impracticable.  See  line  8  of 
plate  32,  and  compare  primitives  and  derivatives  with  reference  to 
the  circle  rules  (see  page  79,  par.  13)  :  Wise,  wisest;  loose,  loosest; 
choice,  choicest  (see  page  79,  rules  4  and  5)  ;  fast,  fastest. 

(c)  If  the  primitive  terminates  with  a  Left-motion  circle  on  a 
curved-st&m,  the  Sus  circle  should  be  used  to  combine  the  final  S  of 
the  primitive  with  the  S  of  the  "  est "  syllable,  the  T  sound  being 
represented  by  the  Tu-stem.  See  line  8  of  plate  32,  and  compare 
primitive  and  derivative :  Nice,  nicest  (ni-ses-t). 

42.  Carefully  practise  outlines  in  plate  32  as  directed  on  page 
14,  pars.  8  and  9. 

TEST  WORDS. 

43.  Write  the  following  test  words  for  the  teacher's  inspection,  as 
directed    on  page  21,   par.   42:    Interdict,   interdicted;    intermixes, 
intermixed,    unintermixed,    interjected;    wed,    wedded;    exceed,    ex- 
ceeded ;    elicit,  elicited ;   execute,   executed ;   exact,  exacted ;   result, 
resulted ;    exhort   (egzort),   exhorted ;    note,   noted ;    knot,   knotted ; 
stud,  studded  ;  mat,  matted;  muddy,  muddied;  sort,  sorted ;   assort, 
assorted  ;    lure,   lured ;    allure,  allured  ;    mild,   mildest ;  old,   oldest ; 
rude,  rudest ;  mad,  maddest ;  muddy,  muddiest ;  neat,  neatest ;  natty, 
nattiest ;  naughty,   naughtiest ;    dusty,  dustiest ;  fast,  fastest ;  skate, 
skated ;  scout,  scouted ;   spot,  spotted ;  spout,   spouted ;    repeat,   re- 
peated ;  repudiate  (see  par.  32-^),  repudiated  (see  par.  30) ;  expedite, 
expedited  (see  par.  18)  ;  liquid  (see  par.  22),  liquidate,  liquidated. 


135 


PLATE  No.  33 

RECAPITULATION  OF  THE  .HALVING  PRINCIPLE. 


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2.        \ 

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3.         \ 

SH 

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s  y 

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. 

5  Let     r 

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6.  Uld    r 

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CONSOl 

7.  Yay    ^ 
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9.Yeh-Dl 

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Welt 

10.  Weld  c 

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( 


I  I 

(        ) 

\  \ 


Urt 

Urd 

Way 

Weh-T 
Wuh-T 

Weh-D    c    p  — r  — ' 
Wuh-D    I    I  Umb-D 

Wert  Wemt 

Werd       ^      Wemd 


«.    ,-^ 
1    |Umb-T      ] 


Unt 

Net       ^ 

Und 

Ned      ^ 

Ung     ^^ 
Ung-T^ 


Went 
Wend 


44. 


See  plate  No.  33  : 

(«)  Lines  1  and  3  show  mated  sounds  of  similar  shade  combined 
by  halving  (/.  e.,  T  added  to  light  stems;  and  D  to  heavy  stems). 

(b)  Lines  2  and  4  show  mated  sounds  of  dissimilar  shade  com- 
bined by  stems. 

(f)  Lines  5  and  6  show  the  treatment  of  unmated  L,  Ur,  M,  and 
N  in  analogy  with  the  mated  consonants  —  the  light  halved  stems 
adding  T,  and  heavy  halved  stems  adding  D.  Uld,  Urd,  Umd,  and 
Und  should  really  be  memorized  as  four  new  signs,  the  introduction  of 
which  is  rendered  safe  by  the  exclusion  of  Yay,  Way,  Ump,  and  Ung. 

(r/)  Line  7  shows  Yay,  Way,  Ump,  and  Ung,  which  are  excluded 
from  the  halving  principle  to  make  room  for  Uld,  Urd,  Umd,  and  Und. 

(e)     Lines  8  and  9  show  the  Tu  and  Du-stem  combinations  with 


136 

the  coalescent  semicircles,  which  justify  the  exclusion  of  Yay  and 
Way  from  the  halving  principle. 

(_/")  Line  10  shows  the  four  coalescent-hook  signs — Wrel,  Wer, 
Wem,  and  Wen — halved  to  add  either  T  or  D,  when  coalescent,  as 
in  "  Wilt,"  "  walled,"  etc. 

45.  Take  primitive  forms  as  the  guide  in  outlining.  Study  of 
primitives  will  not  only  prove  a  valuable  guide  to  the  selection  of 
shorthand  material  in  outlining  words,  but  will  also  result  in  a  vastly 
increased  familiarity  with  English  words — an  essential  requirement 
to  the  stenographer.  If  the  formative  signs  (see  page  25,  par.  64-r) 
do  not  join  legibly,  disjoin  them  rather  than  reconstruct  the  primitives. 
This  plan  caters  to  syllable  representation,  the  foundation  thought  in 
phonographic  reporting.  Take  advantage  of  every  opportunity  to 
represent  spoken  syllables,  and  as  far  as  possible  name  the  shorthand 
group  signs  so  as  to  correspond  with  the  syllables  for  which  they  are 
to  be  used.  This  idea  is  emphasized  in  each  lesson  ;  it  becomes  more 
and  more  important  as  the  grouping  principles  afford  increasing 
opportunity  of  combining  consonants  upon  a  single  stem. 

WORD  SIGNS,  CONTRACTIONS,  ETC. 


Put 

About 

Supt.  . 

Could  
After        k_ 

Quite     ~__ 
Fact 

Good      
Somewhat      e^ 

That         ( 

Without       C 

Lord-Read    \_. 

Word   ...^.  
Want    .  ^ 

World     ....f^..  
Under 
-Hundred     w  

Immediate-ly  
Hand-Owned  .. 

Not          ~ 

Nature          >_,_  , 

Willed    „../ 

Astonish 
-ed-ment  ....).....,__ 

Sent_....*^  

Establish 
-ed-ment  .  V..__ 

Send  S^A  

Manuscript  __^T_.._X 

137 

46.  Derivatives  from   Word=Signs. — See  plate  34,  line  1 :  Lordly, 
lordship,    natural-ly,    reader,    unhanded,    handled,    superintendency, 
worded,  goodly,  goodness. 

47.  Compound    Words. — See  line  2  of  plate  34 :  Hereabouts,  here- 
after, hereinafter,  whereunder,  whereabouts,  underwent,  underhanded, 
understood,    misunderstood,   self-willed;    (line  3)    afterthought,  after- 
svard,   forward,    inward,    onward,   password,   upward,   underestimate, 
undergo,  undersigned. 

48.  Distinction    Between    Derivative    and    Compound    Words.  —  (a) 

Technically,  a  derivative  is  formed  by  adding  to  the  primitive 
word  some  regular  prefix  or  suffix  letters  or  syllables,  viz.:  Lord, 
lord/y  ;  usual,  ?/«usual,  etc.  (I?)  A  corn-pound  word  is  one  in  which 
regular  words  enter  as  syllables,  viz.:  "Here"  and  "after"  com- 
pounded to  form  "  hereafter ;"  "  under  "  and  "  hand  "  to  form 
"  underhand,"  etc.  (c)  There  is  this  important  difference  in  posi- 
tioning ;  the  prefix  or  suffix  sign  of  a  derivative  assumes  the  position 
of  the  primitive  word  (see  "  unhanded,"  line  1  of  plate  34) ;  whereas 
in  compounds,  the  sign  of  the  first  word\s  given  its  position,  as  in  the 
case  of  phrases  (see  "  underhanded,"  line  2). 

49.  Phrases. — (a)  The  only  consonant  of  "  it "  being  "  t,"  the 
writer  who  has  cultivated  the  habit  of  carefully  distinguishing  between 
the  length  of  his  strokes  may  phrase  this  word  by  halving  the  stem 
preceding  it ;  see  line  4  of  plate  34 :  If  it,  for  it,  if  it  is  not,  for  it  is 
not,  take  it,  make  it,  when  it  is  necessary,  if  it  is  not  necessary. 

(b)  The  words  "  of  "  (ov),  "  is  "  (iz),  "  as  "  (az),  are  represented 
by  their  stem-consonants  in  order  to  utilize  halving  to  phrase  "  it." 
See  line  5  of  plate  34  :  Of  it,  is  it,  as  it,  of  its,  of  its  own,  is  it  not, 
as  it  is  impossible,  as  it  seems  to  be,  as  it  will  be  seen. 

(r)  Miscellaneous  Phrases. — See  line  6,  plate  34  :  It  is  not,  it  is  not 
necessary,  it  has  not,  which  is  not,  which  has  not,  he  is  not,  he  has 
not,  he  was  not,  I  was  not,  you  should  not ;  (line  7)  I  shall  not,  I 


138 

would  not,  he  would  not,  who  would  net,  could  not,  you  could  not, 
we  would  not. 

50.  Memory  Aids. — (a)  The  sign  for  "  he  "  assumes  the  position 
of  the  word  with  which   it   is  phrased.     Therefore  "  would  "  retains 
its  position  in  the  phrase  "  He  would  not,"  but  assumes  the  position 
of  "  I  "  and  "  who  "  in  the  phrases  "  I  would  not  "  and  "  who  would 
not."     (See  line  7  of  plate  34.)     (/;)  The  present  tense  of  "  read  "  is 
represented  by  the  word  sign.     (V)  "  Somewhat  "  is  written  as  if  pro- 
nounced "  sumut,"  and   is  given   the  position   of  "  what  "  to   avoid 
conflict  with  "some."     (//)  The  word   sign  for  "Superintendent" 
imitates   the    longhand   abbreviation,   "  Supt."     (<?)    The  coalescent 
"wi"  is  omitted  from  "without,"  the  Thu-stem  being  halved  to  add 
the  "t"  of  "out."     (/)  The  vanish   sound  of  "  r  "  is  omitted  from 
"  after,"  "  under,"  "  nature" — these  words  being  written   as  if  pro- 
nounced   "  aftuh,"    "  unduh,"    "natuh."      This    same    principle   of 
omission  is  involved  in  the  word-signs  for  "  ever,"  "  for,"  "  never," 
"  purpose,"   "  average,"  "  however,"   etc.     (,§-)    "  Send  "   is  written 
with  the  Du-stem  in  order  to  avoid  a  dangerous  conflict  with  "sent." 

51.  Practise  plate  34  as  directed  in  paragraphs  8  and  9,  page  14. 

PLATE  34. 


_L 

7,  J *r:....     LjLl 


139 


SENTENCE   AND   LETTER   PRACTISE   ON   HALVING. 

52.  Practise  plates  85  and  36  as  directed  in  paragraph  103,  page 
53.  This  matter  contains  no  word  that  is  not  properly  covered  by 
the  Halving  and  the  preceding  lessons. 

Sentences. — 1.  Hand  him  the  goods  owned  by  me  which  you  put 
with  the  box  of  books  under  the  window.  2.  James  says  that  the 
superintendent  has  not  yet  resigned  the  superintendency,  and  is  not 
going  to  do  so.  3.  I  was  somewhat  astonished  to  know  that  he 
was  at  the  head  of  the  establishment.  4.  I  naturally  want  to  know 
what  you  laughed  about;  this  is  natural,  is  it  not?  5.  It  is  a  fact 
that  James  came  soon  after  you  left.  6.  I  understood  that  Sarah 
was  living  in  Soho,  but  could  not  manage  to  see  her.  7.  I  will  read 
the  missive  immediately.  8.  The  Lord  is  my  guide.  9.  God  is 
good.  10.  The  world  is  wide.  11.  His  insulting  notes  show  that 
he  is  not  worth  my  notice.  12.  Pat's  worries  are  past.  13.  The 
ship  veered  as  it  passed  the  enemy's  pits  by  the  fort,  and  fired  a  shot 
which  took  effect.  14.  His  peculiar  attitude  caused  me  to  institute 
inquiries,  which  showed  that  he  was  destitute  of  common  decency. 
15.  As  the  rope  slackened  he  tightened  his  hold  on  it.  16.  It  is  not 
right  to  cheat.  17.  The  boys  have  about  the  same  merit  and  are 
well  matched.  18.  The  rope  was  tied,  but  was  not  tight.  19.  The 
act  was  one  of  the  code  of  1896.  20.  She  toiled  hard  that  she  might 
witness  the  tourney  and  the  base-ball  game,  but  the  tilt  was  ended 
and  the  last  score  was  tallied  ere  she  had  made  her  toilet.  21.  He 
liked  the  food,  but  could  not  eat  the  fat :  he  does  not  like  fatty  meat. 
22.  Millard  and  Antwerp  avenues  intersect.  2-3.  In  this  life  right 
and  wrong  are  intermixed  ;  we  must  not  expect  unmixed  good.  24. 
The  dead  boys'  arms  were  interlocked  so  tightly  that  "it  was  hard  to 
unlock  them.  25.  His  bid  was  the  lowest  on  the  list;  that  is  the 
reason  I  bought  his  goods.  26.  The  statute  quite  fittingly  required 
that  the  statue  should  be  erected  in  New  York  city.  27.  He  has 
symptoms  of  poisoning.  28.  You  should  not  have  interfered  with  the 
dispute.  29.  The  rapidity  with  which  they  walked  was  astonishing. 


140 


PLATE  35. 
SENTENCE  EXERCISE  ON  HALVING. 


\ 


L. 

\ 


^ 


..7i..__ 

10. 


\ 


b; 


14. 


24. 


ir. 


141 


-4  v  I_L_l_r 

(       • 


..c. 


c 


(3) 


:m_*_k v..^i 


^f , 


(Letter  No.  1— See  plate  36.) 
MESSRS.  MESENERY  &  Co., 

Elizabeth,  N.  J. 
Dear  Sirs : 

I  have  yours  of  the  3d  inst,  with  copy  for  advertisement,  for  which 
accept  my  thanks.     It  is  impossible  for  me  to  say  just  now  what 


142 

space  on  the  page  your  card  will  occupy.     It  will  no  doubt  be  shifted 
about  to  suit  the  needs  of  the  make-up. 

Hoping  this  will  be  satisfactory,  I  remain 
Yours  respectfully 

(Letter  No.  2.) 
MESSRS.  WALNUT  &  TASCOTT, 

25  Millard  Avenue,  Cincinnati,  Ohio. 
Dear  Sirs : 

I  am  quite  naturally  somewhat  annoyed  at  not  having  received  my 
last  invoice  of  goods,  which  I  thought  would  be  here  without  doubt 
by  Saturday  night.  When  I  wrote  you  I  said  that  I  wanted  them 
immediately,  and  you  should  have  sent  them  forward  without  delay ; 
or,  if  something  unforeseen  interfered  with  your  doing  so,  you  should 
have  notified  me  to  that  effect.  I  am  astonished  that  an  establish- 
ment like  yours  should  slight  an  old  buyer  who  has  handled  your 
goods  for  years.  Could  it  be  that  you  never  received  my  message  ? 
If  so,  notify  me  by  next  mail,  and  the  error  will  be  looked  into.  It 
might  be  well  to  interview  your  teamster  on  the  subject. 

Respectfully  yours, 

(Letter  No.  3.) 
Miss  JENNY  BARTLETT, 

St.  Louis,  Mo. 
Dear  Madam : 

Your  manuscript  came  to  hand  to-day,  and  the  story  will  be  used 
as  soon  as  I  have  space  for  it.  I  feared  you  might  be  anxious  about 
the  acceptance  of  your  manuscript ;  hence,  I  notify  you  without  delay 
of  its  safe  receipt.  If  it  misses  this  issue,  it  will  be  inserted  in  the 
succeeding  one. 

Yours  respectfully, 


143 

53.  Write  the  following  letter  for  the  inspection  of  the  teacher. 

(Letter  No.  4.) 
MESSRS.  HARTNET  &  TETLOW, 

Pittsfield,  Penna. 
Dear  Sirs  : 

Answering  yours  of  the  28th  inst,  would  say  that  my  house,  lo- 
cated at  25  Bartlett  avenue,  is  not  to  let.  I  thought  you  intended  to 
buy,  or  I  would  not  have  sent  my  agent  to  you.  The  house  needs 
some  slight  repairs,  but  when  it  has  received  these  will  be  as  good 
as  new.  Would  you  not  like  to  make  me  a  bid  for  it  ?  I  expect  to 
sell  it  any  day ;  so  you  should  not  delay  if  you  want  a  house  in  that 
vicinity. 

Respectfully  yours. 

QUIZ  ON   HALVING. 

54.  1.  How  may  final  T  or  D  be  generally  represented  when  the 
consonant   preceding   it   is  properly  represented  by  a  stem,   as  in 
"packed,"  "loved,"  etc.?     2.  How  should  T  or  D  be  represented 
when  immediately  preceding  a  final- vowel   sound? — when  the  two 
adjacent  stems  are  joined  without  an  angle,  as  in  "  kicked,"  "  em- 
phatic," etc.?     3.  How  should  non-coalescing   D    be  written  when 
following  Ru  or  Lu,  as  in  "  borrowed,"  "  bellowed,"  etc.?     4.  Why 
are  not  Wu,  Yu,  Ump,  and  Ung  halved  when  unhooked,  and  what 
would  their  halved  signs  conflict  with  ?    5.  When  Wei,  Wer,  Wem,  and 
Wen  are  halved,  is  any  distinction  made  between  T  and  D  so  added  ? 
6.  How  may  "  tight "  be  distinguished  from  "  tied  "  ? — "  bid  "  from 
"bought"?       7.    May    halving   be    applied   to   both    "rapid"    and 
"  repute  "  ?     8.  Should  Hu  or  Ru  be  halved  when  the  only  stem  is 
an  outline  ? — why  not  ?     9.  What  necessitates  disjoining  of  the  com- 
ponent stems  of  a  word,  as   in  "  attitude  "?     10.  In  case  of  a  medial 
T  or  D  (as  in  "estimate,"  "ordain,  etc.),  what  advantage  is  there  in 
combining  it  with  the  preceding  syllable  rather  than  with  the  follow- 
ing   syllable?     11.  How    are    "ts"  and  "st"  combinations    distin- 


144 

guished,  as  in  "cats"  and  "  cast"  ?  12.  When  is  the  "  ed  "  suffix 
represented  by  halving  ? — when  by  the  Du-stem  ? — when,  by  the 
"  ed  "-tick  ?  13.  What  is  the  utility  of  the  "  ed  "-tick  and  why  should 
its  use  be  restricted  ?  14.  When  is  the  "  est "  suffix  represented  by 
the  Stu-loop  ? — when  by  the  Ust-stem  ? — when  by  the  Stu-stem  ?  15. 
What  is  the  distinction  between  derivatives  and  compound  words  as 
regards  positioning?  16.  Is  a  half-length  stem  ever  written  through 
the  line  ? — why  ? 


CHAPTER   XI. 


FIRST  STAGE— DOUBLE  CONSONANTS-INITIAL  HOOKS 

FOR  L  AND   R. 
PARAGRAPHS  1  TO  16. 

1.  (a)  This  lesson  treats  of  initial  hooks  to  represent  the  coal- 
escence of  L  and  R  with  preceding  consonants,  as  "  pi  "  in  "  play," 
"  pr  "  in  "  pray,"  etc.  (see  plate  37).     (£)  As  the  L  and  R  hooks 
indicates  the  absence  of  vowel  sounds  between  the  hook  and  stem 
consonants,  the  compound  signs  are  called  "  Double  Consonants,"  or 
"  Consonantal  Diphthongs." 

2.  The  Double^ Consonant  System  at  a  Glance. — (a)  Plate  37  gives  a 
complete  table  of  the  Double-Consonant  signs,  of  which  there  are  34 
in  all.     (£)  Lines  1,  3,  and  7  show  the  L-hook  signs,     (c)  Lines  2, 
4,  and  8  show  the   R-hook  signs,     (d}  Lines  5,  6,  9,  and  10  are  in- 
troduced for  reference,     (e)  The  L-hooks  are  all  turned  by  the  Left- 
motion,  except  on   Ml.     (/")     The   R-hooks  are   all  turned  by  the 
Right-motion,  except  on  Nr.     (,§-)  The   R-hook  signs  in  line  2  are 
obtained  by  turning  the  L-hook  signs  in  line  1  bodily  over  sidewise, 
without  changing  the  slant.     (K)  The  first  four  R-hook  signs  in  line 
4  are  similarly  obtained  by  turning  their  L-hook  mates,  in  line  3,  over 
sidewise,  without  changing  the  slant.     This  causes  the  stems  of  Fr, 
Vr,  Thr,  and  Dthr  to  assume  the  shape  of  Ur,  Wu,  Us,  and  Zu  (see 


145 

PLATE  37. 

1.  PI  \      Bl    \     Tl  f      DI    f      Chi   /*  Jl   f     Kl  c_    Gl  ^ 

2.  Pr  V    Br  \     Tr  1      Dr    1      Chr   /  Jr    /     Kr^-    Gr  <— 

3.  Fl  ^L     VI  ^.      Thl  f    Dthl  f   Shi*  c^  Zhl  J 

4.  Fr  ^     Vr  ^      Thr  *)  Dthr  )   Shr*  J  Zhr  J 

5.  Ur^      Wu^\  Us    )     Zu      ) 

6.  Wei  <T    WcFcX    Wem^     Wen  ^_x 

7.  Rl  c^      Ml   C^N      Nl     e^ 

8.  ~Lr  6  Mr  <r-x        Nr   <^ 

9. .  Ump-b  ^       Ung  ^ 

10.     Hu   ^       and  Yu   C 

line  5),  and  necessitates  excluding  these  latter  four  stems  from  this 
principle.  This  exclusion  of  Ur,  Wu,  Us,  and  Zu,  however,  sacrifices 
nothing,  as  the  sounds  their  combination  would  represent  are  either 
infrequent,  or  are  well  provided  for  in  other  ways.  (/)  As  a  memory 
assistance,  the  L-hooks  may  be  likened  to  the  crooked  (crookt)  fore- 
finger of  the  left  hand,  and  the  R-hooks  to  the  crooked  forefinger  of 
the  right  hand.  (/)  As  Lu,  Ru,  Um,  and  Un  are  already  provided 
with  small  hooks  (line  6),  the  R-hook  on  Lu  (line  8),  and  the  L-hook 
on  Ru,  Um,  and  Un  (line  Y)  are  made  large  to  avoid  conflict.  (K) 
The  stems  of  Mr  and  Nr  (line  8)  are  shaded  to  distinguish  them 
from  Wem  and  Wen.  This  causes  no  conflict  with  Ump  and  Ung, 
as  these  latter  signs  do  not  take  L  and  R  hooks  (see  line  9).  (/) 
Shr  and  Zhr  (written  downward)  accord  with  the  alphabetic  direction 
of  these  stems  (see  page  16,  par.  17),  and  they  may  therefore  be  used 
either  when  standing  alone  or  when  joined  to  other  stems.  But  Shi 

*  As  the  L  and  R  hooks  are  beginning  hooks,  it  is  evident  that  Shi  and  Zhl  must  be  written 
upward;  also  that  Shr  and  Zhr  must  be  written  down-ward. 


146 

and  Zhl  (written  upward)  need  a  stem  joining  to  indicate  their  upward 
direction,  and  therefore  are  never  used  when  the  only  stem  sign  in  an 
outline.  The  reason  for  this  is  that  in  a  subsequent  lesson  these 
stems,  in  common  with  ajl  the  other  stems,  take  final  hooks;  and  the 
alphabetic  direction  of  Sh  and  Zh  being  downward,  the  hooks  on  Shi 
and  Zhl  would  be  read  as  final  if  these  signs  stood  alone.  A  stem 
joining,  however  (as  "  Uf-Shl "  for  instance),  by  unmistakably  indi- 
cating the  direction,  clearly  indicates  whether  the  hook  is  beginning 
or  final,  and  warrants  the  upward  direction,  (m)  The  "  D  "  in  the 
spelling  of  "  Dthl  "  and  "  Dther  "  (see  lines  3  and  4  cf  plate  37)  is  to 
distinguish  between  the  hard  sound  of  "  th  "  as  in  "  either,"  and  the 
soft  sound  as  in  "  author,"  etc. 

DOUBLE-CONSONANT  SCALE. 

1 — In-curl. 

2 — Beginning  circle. 

3— 

4 — Vowel  before  stem. 

5 — Stem. 

6 — L  or  R  hook. 

7 — Vowel  after  stem. 

8— 

9— 

10— T  or  D  added  by  halving. 
11 — Final  circle  or  loop. 
12— Sen  curl. 

3.  Vocalization  of  Double-Consonant  Signs  — (a)  The  hook  and  stem 
sounds  are  supposed  to  coalesce — that  is,  to  be  welded  together. 
(See  Scale.)  Therefore,  a  vowel  sign  placed  before  the  stroke  is  read 
before  both  hook  and  stem,  as  in  "  able  "  (a-bl) ;  and  a  vowel  sign 
placed  after  the  stroke  is  read  after  both  hook  and  stem,  as  in  "  blow  " 
(bl-o) — never  between  them,  as  in  "  bowl "  (b-o-1),  etc.  (£)  It  should, 
however,  be  unders'ood  that  in  the  common  print  silent  letters  often 
intervene  between  coalescing  consonants,  as  "  e  "  in  "  label "  (la-bl), 


147 


PLATE  38. 
WORD  EXERCISE  ON  L  AND  R  HOOK. 


148 

"o"  in  "labor"  (la-br),  etc.  The  learner  must  be  on  the  alert  for 
such  cases,  and  be  governed  by  the  pronunciation  of  words — not  by 
their  spelling, 

4.  Double-Consonant  Nomenclature. — (a)  Do  not  think  or  speak  of 
the  Double-Consonant  signs    as   "  Pee-El,"   "  Bee-El,"  etc.;    nor  as 
"  Pel,"  "  Bel,"  etc.;  nor  as  "  Pee  and  L-hook,"  "  Pee  and  R-hook," 
etc.     The  effect  of  these  styles  of  naming  would  be  to   improperly 
suggest  a  non-coalescence  of  the  consonants,  and  to  foster  a  misuse 
of  the  signs.     Bad  thinking  causes  bad  writing.     (£)  The  L  and  R 
hooks  indicate  coalescence  of  hook  and  stem   sounds,  and  the  name 
should  reflect  the  fact.     Remember  that  the  shorthand  nomenclature 
is  intended  to   connect  the  spoken  syllable  with  the  shorthand  sign. 
The  Double-Consonant  signs  should  therefore  be  styled  PI,  Bl,  etc., 
as  in  "  play,"  "  pray,"  etc.,  with  the  "  ay  "  omitted.     When   spoken, 
these  sound  combinations  address  the  ear  as  "  Pul,"  "  Bui,"  etc.,  but 
the  vowel  (as  in  "  up  ")  is  so  obscure  as  to  be  scarcely  recognized, 
and  tkerefore  is   not  misleading.     (c)  Or,  as  the  Double-Consonant 
signs  (while  implying  the  absence  of  medial  vowels)  admit  of  vowels 
immediately  before  or  after  the  double  sign,  they  may  be  styled  Upl 
(suggestive  of  "  apple  "),  or  Plu  (suggestive  of  "  play  "),  etc.     (</) 
Accordingly,  Pul,  Upl,  or  Plu  means  the  Double-Consonant  sign; 
while  Pu-Ul,  Pu-Lu,  etc.,  mean  the  separate  stems,     (e)  Taking  Pu 
as  the  representative  stem,  the  L-hook  signs  may  be  called  the  Pul 
series,  and  the  R-hook  signs  the  Pur  series. 

5.  Translate  plate  38  as  directed  in  paragraphs  8  and  9,  page  14, 
using  plate  37  for  reference.     To  illustrate :  The  first  outline  in  line 
1  of  plate  38  reads,  u-pr,  upper ;  the  second  outline  reads,  pr-i,  pry ; 
third,  e-tr,  eater;  fourth,  tr-e,  tree,  etc.     (See  paragraph  3.)     This 
drill  is  intended  as  an  agreeable  method  of  learning  the  double-con- 
sonant signs  in  plate  37,  and  the  manner  of  combining  them.     While 
engaged  in  this  translation,  note  the  resemblance  between  the  spoken 
syllables  and  the  names  of  the  double-consonant  signs.     See  line  5 : 
Pr-Pl,  purple ;  Tr-Tl,  turtle ;  Gr-Gl,  gurgle,  etc.     It  will  be  noticed 


149 

that  the  letter  "  u  "  in  the  "  pur,"  "  tur,"  and  "  gur  "  syllables  of  the 
preceding  words  is  so  obscure  as  not  to  be  recognized,  and  the  "  r  '* 
is  therefore  considered  as  coalescing  with  the  preceding  consonant 
(see  paragraph  3). 

GUIDE  TO  CHOICE  BETWEEN   HOOKS  AND  STEMS  FOR 

L  AND   R. 

6.  As  L  and  R  are  two  of  the  most  frequent  sounds  in  English 
speech,  the  student  should  thoroughly  master  the  shorthand  treatment 
of  them.     Critical  study  of  paragraphs  7  to  12,  inclusive,  will  confer 
this  knowledge,  and  insure  the  correct  writing  of  the  test  words  in 
paragraph  16. 

7.  In  writing   a  primitive  word  with  an   L  or  R  in  it,  the  first 
thing  to  determine  is  how  such  L  or  R  is  to  be  written — whether  by 
hook  or  by  stem  ;  and  if  by  stem,  which  direction — upward  or  down- 
ward.    This  question  generally  influences  the  expression  of  the  other 
consonants  of  the  word.     The  formula  presented  in  paragraphs  8  and 
9  should  be  observed  rigidly  until  the  theory  is  mastered. 

8.  If  there  is  no  decided  vowel  sound  immediately  before  L  or  R 
(as  in  "play,"  "pray,"  etc.)  use  hook. 

9.  If  there  is  a  decided  vowel  sound  immediately  preceding  L  or 
R,  use  the  stems,  according  to  rules  laid  down  in  paragraphs  78  and 
79,  page  46.     That  is,  use  the  downward  direction  if  L  or  R  is  the  last 
stem   consonant  and  not  followed  by  a  vowel   sound  (as  in  "  pili," 
"  pills,"  "  pair,"  "  pairs  ")  ;  und   use  the  upward  direction  if  L  or  R 
is  the  last  stem   consonant  and  is  followed  by  a  vowel  sound  (as  in 
"pillow,"  "pillows,"  "tory,"  "  tories  "). 

10.  See  plate  38,  line  14,   and  contrast :    Pleas,   pills,   pillows ; 
prays,  pears,  parries;  idle,  deal,  delay;  crews,  cars,  carries. 

11.  (a)  Where  choice  of  material  is  presented,  give  the  double- 
consonant  signs  preference   over  other  groups.     (/>)   For   instance: 
the  "  mpl "  sound-group  has  two  possible  combinations  in  shorthand 


150 

— the  medial  P  may  be  merged  into  the  preceding  Urn  by  thickening 
it,  or  it  may  combine  with  the  following  L  by  means  of  the  double- 
consonant  sign,  PI.  In  all  such  cases  strictly  apply  the  rules  laid 
down  in  paragraphs  8  and  9,  viz.:  If  no  vowel  sound  intervenes  be- 
tween L  and  the  preceding  P  (as  in  "  imply),  write  Um-Pl;  but  if  a 
vowel  sound  does  intervene  (as  in  "  impel "),  then  L  should  be  ex- 
pressed by  its  stem,  and  P  is  free  to  seek  the  next  best  combination, 
which  is  by  means  of  the  thickened  Um  (Ump).  The  same  pro- 
cedure applies  to  "  mpr,"  "  mbr,"  and"mbl."  See  plate  38,  line 
1 5,  and  contrast :  Imply,  impel ;  emblazon,  embolism ;  embrace, 
embowers ,  impress,  impairs. 

12.  (a)  The   "  Ir  "  syllable  (as  in  "  nailer,"  na-lr;  "  tailor,"  ta-lr, 
etc.)  is  so  common  as  to  merit  special  attention.     The  Lr-sign  (see 
line  8  of  plate  37)  is  preferred  if  it  joins  easily  with  a  preceding 
sign.     See  line   16  of  plate  38 :  Nailer,   Schiller,  color,  ruler,     (fi) 
But  if  the  Lr-sign  does  not  join  easily  with  a  preceding  sign,  then 
use  the   stem   combination   Lu-Ur,  without  regard  to  the  primitive 
outline.     See  line  16  of  plate  38  :  Tailor,  dealer,  boiler,  paler,  miller, 
jeweler. 

13.  Imperfect  Hooks. — Where  joining  does  not  permit  the  formation 
of  a  perfect  hook,  an   imperfect  hook — answering  every  purpose — 
may  be  formed  by  retracing  slightly  on  the   preceding  stem  in  the 
direction  of  the  required  hook,  and  writing  the  following  stem  from 
that  point.     For  illustration,  see   outlines  for  "  griddle,"  "  Mitchell," 
and  "  cudgel "  on  line  5  of  plate  38. 

14.  The  utility  of  the  two  directions  for  Sh  is  well  illustrated  by 
the   outlines  for  "  shuttle,"  "  sugar  "  (shugr),  and  "  shackle,"  in   line 
10  of  plate  38 — the  downward  direction  better  suiting  the  first  word, 
and  the  upward  direction  better  suiting  the  last  two. 

15.  Lines  17  and  18  .are  unkeyed ;  their  translation  will  test  the 
student's  understanding  of  the  principles. 


151 

WRITING  EXERCISE. 

16.  For  the  teacher's  criticism  write  the  following  words  as  di- 
rected on  page  21,  paragraph  42.     Guard  against  the  error  of  writing 
two  "  t's  "  in  "  battle,"  two   "  p's  "  in  "  tipple,"  etc.     (See  par.  52, 
page  23.)     Bleacher  (blee-chr),  preacher,  tipple,  battle,  batter,  trouble, 
vocal,  vigor  (vi-gr),   bugle,   buckle,  broker,  prickle,  trickle,  trigger, 
beggar  (be-gr),  playful  (pla-fl),  germ  (jrm),  Germany,  culture  (kl-chr*), 
picture  (pik-chr),  measure  (me-zhr),  treasure  (tre-zhr),  Bethel,  bother, 
either,  author  (aw-thr),  inner  (i-nr),  humor  (u-mr),  Merwin  (Mr-wen), 
eternal    (e-tr-nl),    fisher    (fi-shr),    official    (ofi-shl),    bushel,    schemer 
(skee-mr),  frugal  (froo-gl),  fragile  (fra-jl),  silver,  sliver,  travel  (tra-vl), 
plumber  (plu-mr),   robbers,  liquor   (h-kr),  quibble   (kwi-bl),   equator 
(ekwa-tr),  quiver,  worker  (wr-kr),  essential   (es-n-shl),  molar  (mo-lr), 
jailer,  Naylor,  toiler,  collar  (ko-lr),  clear  (see  par.  11-0),  ruler,  camel 
(ka-ml),  tunnel  (tu-nl),  thresher,  peddle,  major,  rumor  (roo-mr),  loafer, 
slaver,  sleeper,    prong,    crank    (krangk),   final    (fi-nl),   clock   (klok), 
Wilber,  flicker,  churlish,  nourish  (nr-ish),  vulnerable  (vl-nr-bl),  floral, 
shaker,  shackel,  shudder,  twinkle,  fl//<?nt  (Flu-Ent),  client  (Klu-Ent). 

SECOND  STAGE— COMBINATION  OF  CIRCLES  AND  LOOPS 

WITH  L  AND  R  HOOKS— TRIPLE   CONSONANTS. 

PARAGRAPHS  17  TO  27. 

17.  (a)  Refer  to  page  79  and   carefully  note  the  rules  governing 
the  turning  of  circles  on  and  between   stems.     "  Compliance  "  with 
these  rules  indicates  a  simple  sound  of  S  or  Z,  and  so  long  as  a  hook 
in  combination  with   a  circle  is  turned  by  the  same  motion  as  that 
assigned  the  simple  circle,  the  hook  must  be  clearly  shown  or  it  can- 
not be  read.     These  remarks  apply  to  a/I  hooks  on  curves,  and  to 
the  L-hook  on  straight  stems.     See  plate   39  for  illustrations:  (Line 
1)   Splice,  sable,   saddle,  subtle  (sutl),  satchel  (sachl),  cycle,  suffer, 
sinner  (sinr),  summer  (sumr). 

*  The  final  syllable  "  ture  "  as  in  "  picture,"  "culture,"  etc.,  in  the  ordinary  pronunciation  of 
even  good  speakers  is  heard  as  "  chur."  This  is  admitted  by  one  of  our  best  dictionaries,  the 
Century.  The  shorthand  expression,  "  Chur,"  affords  a  more  natural  and  suggestive  representation 
of  tliis  syllable  than  the  Tur  stroke  would. 


152 

(If)  But  if  the  hook  is  turned  by  a  different  motion  from  that  as- 
signed to  the  simple  circle,  then  such  hook  need  not  be  shown  in 
combination  with  a  circle  ;  the  circle  being  logically  supposed,  by 
"  violation  "  of  rule,  to  include  the  hook.  The  inference  is  that  if  it 
did  not  include  the  hook,  the  circle  would  occupy  its  own  side  of  the 
stem.  These  remarks  specially  apply  to  the  R-hooks  on  straight 
stems.  See  plate  39  for  illustrations :  (Line  2),  Supper  (supr),  sober, 
cider,  consider,  sitter  (sitr),  seeker,  Sager,  stripe,  scream ;  (3)  scrawled, 
sprawled,  scruples,  stretcher,  supersede,  spry,  stray,  screw,  suppress 
(supres),  spring,  string.  Of  course,  the  R-hook  could  be  shown  in 
such  combinations  ;  but  as  it  requires  considerable  care  to  write  circles 
clearly  within  hooks,  speed  of  writing  is  secured  by  implying  the 
hooks. 

18.  Triple-Consonant    Nomenclature. —  (a)    The   circles   combined 
with  the  L  and  R  hooks  produce  what  are  styled  Triple-Consonant 
signs — three  sounds  being  thus  combined  on  one  stroke.     (//)  The 
addition  of  the  circle  does  not  affect  the  order  of  reading  the  vowel 
signs  as  explained  in  paragraph  3,  and  the  triple-consonant  signs  are 
styled  Spr,   Sepl,  or   Sple ;  Spr,  Sepr,  or   Spre  ;  Str,  Setr,  or  Stre  ; 
Skr,  Sekr,  or  Skre,  etc.     (c)  Nor  does  the  joining  of  the  circle  affect 
the  order  of  reading  stem  and  hook  sounds.     That  is  to  say,  ^  °\  t  for 
example,  are  read  Spl,  Spr,  not  Sip,  Srp. 

19.  (a)  Only  the  small  circle  is  written  inside  of  the  hooks.     It 
would  be  confusing  to  attempt  to  so  write  the  large  circle   or  loops. 
(&)  The  Steh-loop  and  Sus-circle  may  be  turned  by  the  Right  motion 
on  straight  stems  to  imply  the  R-hook,  but  the  practise  is  of  doubtful 
benefit.     "  St  "   especially  is  generally  most  easily  and   legibly  ex- 
pressed by  the  Stu-stem  when  immediately  followed  by  a  Double- 
Consonant  sign.     See  line  4  of  plate  39  :  Steeper,  steeple,  stagger, 
stifle,  Stover,  excitable,  stutter  (stutr),  stable,  unsuitable. 

20.  Various  Expressions  of  "Str." — The  large  loop  (Stur)  is  never 
written  at  the  beginning  of  stems.     In  writing  words  like  "  stray," 
"  stare,"  etc.,  the  beginning  consonants  of  which  are  "  s,  t,  r,''  the  rules 


153 

laid  down  in  paragraphs  8  and  9  are  applied,  viz.:  (a)  In  "stray  "  the 
R  coalesces  with  T  ;  therefore  the  hook  is  used,  which  with  the  circle 
for  beginning  S,  produces  the  triple-consonant  sign  Str.  (See  para- 
graph 11-tf.)  (/>)  In  "  stare  "  the  R  does  not  coalesce  with  T ;  there- 
fore the  Ur-stem  is  used,  and  T  seeks  the  next  allowable  combination, 
which  is  with  the  preceding  S  by  means  of  the  Steh-loop.  (c)  In 
"  estray,"  the  Us-stem  must  of  course  be  used  on  account  of  the 
preceding  initial  vowel.  See  line  5  of  plate  39,  and  contrast :  Stray, 
stare,  estray;  stroke,  stark;  stream,  storm;  strap,  stirrup;  stretch, 
starch.  (//)  The  Stur-loop  may  be  used  at  the  termination  of  stems 
when  a  vowel  sound  neither  follows  nor  precedes  the  "tr,''asin 
"  duster  "  (dustr).  But  if  a  vowel  sound  does  either  immediately 
follow  or  precede  the  "  tr,"  as  in  "  destroy,"  "  depositor  "  (depositr), 
etc.,  then  the  triple-consonant  stem-sign  Str  must  be  .used.  See  line 
6  of  plate  39 :  Pastor,  pastry ;  dabster,  depositor ;  castor,  extra 
(ekstra)  ;  lusters,  lustrous. 

21.  (a)  When  a  circle  and  hook  combine  between  stems,  the  circle 
is  turned  by  the  hook  motion  and  the  hook  clearly  shown,  if  practicable. 
See  plate  39 :  (Line  7),  bestrew,  bicycle,  display,  outstrip,  tricycle, 
vespers,  vestry,  crucible,  express  ;  (8)  whisper,  dayspring,  whisker, 
gospel,  risible,  visible,  pistol,  peaceful.  (V)  In  the  case  of  signs  in 
line  8,  the  loop  appearance  caused  by  turning  the  hook  need  occasion 
no  concern,  as  the  loop  between  crossing  stems  is  never  read  for  "  st," 
but  for  S  or  Z  only.  The  writer  may  therefore  boldly  make  as  much 
of  a  loop  as  is  necessary  for  the  clear  showing  of  the  hook,  (c) 
Between  Chu  and  Pu,  and  between  Tu  and  Ku,  it  is  not  practicable 
to  clearly  show  the  R-hook  in  combination  with  a  circle ;  therefore, 
the  hook  is  implied  by  writing  the  circle  on  the  inside  instead  of  on 
the  outside  of  the  angle.  This  remark  also  applies  to  the  mates 
Ju-Bu  and  Du-Gu.  See  plate  39,  line  9 :  Tasker,  Jasper,  descry, 
disgrace,  discourage  (diskrej).  The  circle  in  these  combinations  is 
turned  on  the  first  stem  by  the  Left  motion,  as  if  the  stem  stood 
alone  ;  and  the  second  stem  is  written  from  the  top  of  the  circle  with- 


154 

out  lifting  the  pen.     Or,  to  help  the  understanding,  the  combination 
may  be  thought  of  as  Tu  joined  to  Skr;  Ju  joined  to  Spr,  etc. 

22.  In  a  few  cases  where  it  is  difficult  to  combine  the  R-hook 
with  the  circle  between  crossing  stems,  and  the  R  sound  is  not  deemed 
essential  to  the  correct  translation  of  the  word,  the  expression  of  R 
is  abandoned  entirely.     This  remark  is  chiefly  applicable  to  the  fol- 
lowing words  and  their  derivatives  (see  line  9  of  plate  39) :  Prescribe 
(preskibe),  subscribe  (subskibe),  describe  (deskibe),  superscribe. 

23.  The  N-curl  and  Triple-Consonants. — (See  page  87,  paragraph 
38).     On  the  R-hook  straight-stem  triple-consonant  signs  the  circle  is 
turned  by  the  Right-motion.     Therefore  a  preceding  N-sound  should 
be  combined  by  means  of  the   Right-motion  N-curl.     See  plate  39, 
line  10:    Strung,  unstrung;    scrupulous,   unscrupulous;    scribe,   in- 
scribe ;  suppressed,  unsuppressed  ;  screw,  unscrew. 

24.  Peculiar  Combinations. — See  plate   39,  line   11,  and  practise 
these   combinations  until  they  can   be  written  with  ease :    Vesper, 
vestry,  Dinsmer,  Misner,  Musclotch,  misapply,  Phosphorus,  Sanskrit, 
songstress    (songsters);    (12)    trammeled,    tumult,   dimmer,    tremor, 
armor,  firmer,  murmur,  plumber-Plutnmer. 

25.  Lines  13, 14,  and  15  are  unkeyed.    They  afford  a  good  test  of 
the  student's  knowledge  of  the  preceding  principles. 

26.  Practise  plate  39  as  directed  in  paragraphs  8  and  9,  page  140. 

WRITING  PRACTISE— TEST  WORDS. 

27.  Write,  as  directed  in  paragraph  42,  page   21,  the  following 
words   for   the    teacher's    inspection :    Consider,    scribble,    scruple, 
strength,  sprinkle,  peaceful,  soprano,  superficial,  scramble,  sacrilege, 
stroller,    scrawler,    apostrophe  (apostrofee),  frustrum,    rostrum,  dis- 
tressed, mistress,  mistrusted,-  whiskers,  Lucifer,  Passover,  external, 
disgraceful,  subscribers,  designer  (dez-inr),  splotch,  prisoner  (priz-nr), 
fastener    (fasnr),    quizzical,    mixture    (mikschr),    texture    (tekschr) 
seamstress,  traceable,  secrecy,  supply  (suply),  (see  par.  17). 


155 


PLATE  30. 
EXERCISE  ON  TRIPLE   CONSONANTS. 


THIRD  STAGE-HALVING  OF  DOUBLE  AND  TRIPLE- 
CONSONANT    STROKES. 

PARAGRAPHS   28  TO  34. 

28.  (a)  Double  and  Triple-Consonant  strokes  are  freely  halved 
to  add  either  T  or  D.  The  T  or  D  so  added  reads  after  all  sounds 
combined  by  rnodifying  the  stem  —  except  the  final  circles  and  loops, 
which  always  read  last.  See  plate  40,  line  1  :  Trot,  trade,  replete, 


156 

replied,  frustrate,  whispered,  flight,  effort  (efrt),  fraud,  flavored,  invert, 
street;  (2)  fright,  frighten,  frightened;  convert,  converted,  uncon- 
verted ;  treat,  treated,  treats,  mistreat ;  speckle,  speckled ;  (3) 
sprinkle,  sprinkled,  unsprinkled  ;  wrinkle,  wrinkled ;  imply,  implied  ; 
(4)  complete,  completely,  completed,  completeness,  incomplete; 
prostrate,  prostrated  ;  bother,  bothered  ;  supplied ;  (5)  honor  (onr), 
honored,  dishonor,  dishonored ;  humor  (u-mr),  humored ;  rumor, 
rumored ;  armor,  armored ;  slivered,  shivered,  shoveled.  The  full- 
length  primitives  are  associated  with  their  half-length  derivatives  in 
the  preceding  illustrations  in  order  to  emphasize  the  necessity  of 
carefully  distinguishing  between  the  length  of  stems. 

(fy  Where  special  distinction  requires,  the  rule  laid  down  on  page 
119,  par.  5,  is  applied — that  is,  write  Du  after  light  stems,  and  write 
Tu  after  heavy  stems.  See  plate  40,  line  6,  for  some  common  appli- 
cations of  this  rule  :  Plot,  plead ;  plotted,  pleaded  (see  page  119,  par. 
7) ;  strut,  stride ;  broad,  bright ;  float,  flood ;  floated,  flooded ;  split, 
exploded  ('sploded). 

29.  Caution. — (a)   On    account   of  Ul,  Ur,  Um,   and  Un  being 
shaded  when  halved  to   add  D,  learners  are  apt  to  erroneously  extend 
the  expedient  to  hooked  stems.     It  should  be  impressed  that  the 
shade  of  a  hooked  stem  is  never  changed  when  halved.     That  is  to 
say,  if  it  is  light  when  full-length  it  remains  light  when  halved,  and  if 
it   is   heavy   when  full-length    it    remains   heavy   when    halved.     To 
illustrate :  The  halved  Vr  is  read  Vrt  or  Vrd  ;  halved  Fr  is  read  Frt 
or  Frd,  etc.     If  the  context  cannot  in  any  special  case  be  relied  upon 
to  distinguish  between  T  or  D  added  by  halving,  then  the  remedy 
specified   in    paragraph    28-£  must   be   resorted  to.     (ft)  Note   that 
Uld,  Urd,  Umd,  and  Und  do  not  take  hooks  of  any  kind. 

30.  A  neat  penman  may  safely  halve  the  large-hook  strokes ;  but 
the  ordinary  writer  will  find  it  safer  to  use  the  Tu  or  Du  stems  in 
such  combinations.     See  plate  40,  line  7 :  Tunnel,  tunneled ;  apparel, 
appareled ;  color,  colored  ;  enamel,  enameled. 

31.  Nomenclature. — (a)  The  halved  double  and  triple-consonant 


157 

signs  are  named  as  follows:  Pult-d,  Epult-d,  or  Plet-d ;  Purt-d, 
Epurt-d,  or  Pret-d ;  Splet-d  or  Sepled ;  Stret-d,  Skret-d,  etc.  (/>) 
Pult-d,  means  that  the  sign  is  named  either  Pult  or  Puld,  etc. 

32.  Lines  8,  9,  and  10  of  plate  40  are   unkeyed.     They  serve  as 
a  test  of  the  learner's  understanding  of  the  preceding  instruction. 

33.  Practise  plate  40  as  directed  on  page  14,  paragraphs  8  and  9. 

PLATE  4O. 


.4,.?  ......  y:  j_  _\-  -V  -  .......  ^ 


WRITING   EXERCISE—  TEST  WORDS. 

34.  For  the  teacher's  inspection  write  the  following  words  as 
directed  on  page  21,  paragraph  42  :  Supplied  (suplied,  see  page  23, 
par.  52);  plate,  plated,  replated;  deplete,  depleted;  flatly,  flatness; 
broad,  broadly  ;  shrewd,  shrewdness,  shrewdly  ;  threat,  threaten, 
threatened;  clot,  clotted;  strut,  strutted;  papered,  Robert,  dabbled, 
betrayed,  measured  (mezhrd),  treasured  (trezhrd),  enabled,  uttered 
(utrd),  clattered,  scribbled,  scrutiny,  pickled,  stripped,  reconsidered, 


158 

accomplished,  grateful ;  illustrate,  illustrated ;  scabbard,  puckered, 
warbled,  critical,  split,  sprite;  secret,  secretly;  discreet,  discreetly, 
discreetness ;  hobbled,  sequestrate  (sekwestrate),  haggard,  haggled, 
twittered,  battered. 

FOURTH   STAGE-IRREGULAR  FORMS. 
PARAGRAPHS  35  TO  47. 

35.  Occasionally  legible  joining  requires  a  hook  even  where  a 
strong  vowel  sound  exists  before  R  or  L.     See  plate  41,  line   1  : 
Figure,    engineer,    telegraphy,    sculpture,     childhood,     hemisphere, 
atmosphere,  Goldsmith,  regard.     A  little  practise  will  fix  these  signs 
in  the  memory,  and  a  study  of  the  points  involved  in  the  combinations 
will  confer  the  judgment  to  handle  similar  cases.     Experiment  with 
stems  for  L  and  R  in  the  preceding  words ;  the  necessity  for  using 
hooks  will  then  be  impressed. 

36.  Special  Vocalization  (Intel-vocalization). — The  L  and  R  hooks 
are  supposed  to  exclude  medial  vowels.     (See  paragraph  3  of  this 
chapter.)     If  excessive  timidity  causes  the  learner  to  shrink  from 
disregarding  such  medial  vowels  by  using  hooks  in  the  cases  cited  in 
paragraph  35,  he  may  indicate  that  the  vowels  are  to  be  read  between 
the  stem  and  the  hook  sounds  by  the  following  plan  (see  plate  41, 
line  1)  : 

(a)  Turn  the  dots  into  circles,  writing  such  circles  before  the 
hooked-strokes  to  indicate  that  the  vowels  are  heavy,  and  after  the 
stroke  to  indicate  that  the  vowels  are  light. 

(K)  Write  the  dashes  through  the  stem.  If  a  first-position  or  a 
third- position  dash  cannot  be  conveniently  written  through  the  stroke, 
it  may  be  written  immediately  preceding  the  beginning  of  the  stroke 
to  represent  a  first-position  dash,  or  immediately  following  the  termi- 
nation of  the  stroke  to  represent  a  third-position  dash.  The 
diphthongs  may  be  handled  in  similar  manner. 

37.  The  special  vocalization  is,  however,  of  utility  chiefly  in  case 
of  names,  where  it  might  be  desired  to  distinguish  clearly  between 


159 

"  Cole  "  and  "  Colt,"  for  instance.  In  this  case  write  cv-  for  "  Colt," 
and  ~y  for  "  Cole."  Ordinarily,  if  an  important  vowel  sound  inter- 
venes, the  L  or  R  stems  should  be  used ;  or  if  the  joining  requires  a 
hook  under  such  circumstances,  the  outline  should  be  memorized. 
A  little  practise  with  such  forms  will  reconcile  the  learner  to  abandon 
the  special  vocalization  which  his  timidity  may  cause  him  to  use 
temporarily. 

CONSONANTS  OMITTED,  ETC. 

38.  Occasionally   an    embarrassing   combination    is    avoided    by 
omitting  an  unimportant  consonant.     Common  cases  are  presented 
in  paragraphs  39  to  44. 

39.  N  Omitted — (See  plate  41,  line  2.)     Transmit  (trasmit),  trans- 
late, transact,   transfer,  messenger  (messe'jer),  passenger,  stranger. 

40.  R  Omitted. — (See  plate  41,  line  2.)     Transgress  (trasgess), 
transcribe,  transcript. 

41.  T  Omitted  when  Following  S — (See  plate  41,  line  3.)     Trust- 
worthy (trusworthy),  I  trust  you  will,  must  trouble  you. 

42.  Initial  K  Omitted  when  Immediately  Followed  by  a  Triple-Consonant 
Sign. — (See  plate  41,  line  3.)     (a)  Extreme  ('streme),  explode   (con- 
trast "  split"),  explicit,  exclusive.     (b~)  In   a  few  cases  where   K  is  a 
distinguishing  feature  it  must  be  retained ;   see  line  3,  and  contrast : 
Extra,  stray ;  express,  suppress. 

43.  (a)  Audibly  or  mentally  repeat  the  contracted  words,  as  fol- 
lows :    Trasmit,  traslate,    trasact,    trasfer,  mesejer,  pasejer,  strajer, 
trasges,  traskibe,  traskipt,  trusworthy,  I  trus  you'll,  mus  trouble  you, 
streme,  splode,  splisit,  sklusive.     (£)  To   demonstrate  the   utility  of 
these  consonant  omissions,  the  learner  should  experiment  with  the 
full   outlines   and  note  the  benefits  conferred  by  the  contractions. 
This  practise  will  prove  of  great  assistance  in  learning  the  contractions. 

44.  Sentence    Practise    on    Omitted    Consonants.  —  For    teacher's 
criticism,  write  the  following  sentences   for  practise  on   consonant 
omission:  1.  The  passenger,  wishing  to  transmit    a    message,  sent 


160 


it  by  messenger,  but  it  was  too  late  to  accomplish  the  business  he 
desired  to  transact.  2.  I  trust  you  will  send  the  fiddle  strings  by  a 
trustworthy  messenger.  3.  A  tastefully  dressed  lady  handed  a  note 
to  the  postmaster.  4.  I  suppressed  my  feelings  and  expressed  my 
sympathy.  5.  The  firecracker  exploded  with  an  extremely  loud 
noise,  which  caused  her  to  exclaim.  6.  I  explicitly  requested  her  to 
be  less  exclusive.  7.  Did  the  pistol  simply  split,  or  did  it  explode  ? 

PLATE  41. 
EXERCISE  ON  INTERVOCAL1ZATION,  CONSONANT   OMISSION,  ETC. 


ijL-JSv-^—   -^ — i  ^ 


45.     Treatment  of  Derivatives.— (a)  If  the  "  t  "  or  "  d  "  of  a  "  ter  " 

or  "  der  "  syllable  belongs  to  the  primitive  and  is  added  by  halving 
(as  in  "  plot  "),  add  the  remaining  "  r  "  by  the  Ur-stem  if  it  joins 
legibly ;  (<£)  but  if  such  "  t"  or  "  d  "  is  expressed  in  the  primitive  by 
its  stem  (as  in  "  plead  "),  then  either  stem  or  hook  may  be  used  for 
the  expression  of  "  r,"  as  is  most  convenient.  See  plate  41,  line  4, 
and  contrast :  Plot,  plotter ;  plead,  pleader ;  inside,  insider ;  outside, 
outsider;  trot,  trotter,  (f)  In  a  few  cases' like  "fighter,"  "lighter," 
etc.,  the  "  r  "  of  the  derivative  joins  illegibly  with  the  outline  of  the 
primitive.  Such  words  are  best  covered  by  the  lengthening  lesson, 
and  are  reserved  for  it.  (^/)  In  writing  words  like  "  finally,"  etc., 
do  not  repeat  the  "  1 "  sound  ;  merely  insert  the  light  dot  of  the  first 
position  after  the  outline  of  the  primitive  "  final,"  etc.  See  plate  41, 


161 

and  contrast  the  following  words :  (Line  5)    Final,  finally ;  eternal, 

eternally ;  external,  externally ;  infernal,  infernally ;  (line  6)  diurnal, 

diurnally ;    local,    locally ;    legal,    legally ;    vocal,    vocally ;  playful, 
playfully. 

46.  Aspiration. — (a)  Use  the  Heh-tick  in  the  following  cases  (see 
plate  41,  line  7):  Hydro,  hydraulics,  huddle,  huddled,  hovel,  hither. 
(b~)  Use  the  Hu-stem   in  the  following  cases  (see  plate  41,  line  7) : 
Hobble,  haggle,  hammer,  hover. 

47.  Practise  plate  41  as  directed  on  page  14,  paragraphs  8  and  9. 

DERIVATIVES   FROM  WORD  SIGNS. 

48.  See  plate  43:  (Line   1)  Belongs,  belongings,  belonged;   re- 
membered, numbered,  doctored,   cared,  called,  followed,   regretted, 
regarded ;  (line  2)  skilled,  scaled,  schooled,  favored,  valued,  assured, 
parted,  impart,  depart,  guarded,  surprised,  spirited,  dispirited ;  (line 
3)   spiritual,   spiritually,   spirituality;    security,    securely,    insecurity, 
insecurely;    childish,    childhood;   railed,   angelic;    (line   4)   builder, 
buildings  ;  invaluable  (contrast   "  unavailable  "),  collected,  corrected, 
correctly ;    shortly,   shortness,   shortest ;  (line  5)   property,  properly, 
unfavorable,   disfavor,  ownership,  follower,  merely,  merest,  pleasur- 
able, displeasure.     Drill  on  this  paragraph  not  only  confers  a  knowl- 
edge of  the  derivative  forms,  but  also  contributes  to  the  memorizing 
of  the  word  signs  and  contractions. 

49.  Compound  Words. — (See  page  68,  par.  19.)     See  line  6  of  plate 
43 :  Evermore,  moreover,  forevermore,  overflow,  everything,  hitherto, 
undervalue,  thereunder,  schoolhouse,  courthouse,  railroad,  shorthand. 

50.  Phrases.— (Plate  43,  line  7.)     In  order,  in   order  that  the,  in 
order  that  there  may  be,  in  order  that  you  may,  in  order  that  we,  in 
order  to  make,  in  order  to  please,  in  order  that  we  shall  not  be,  in 
order  that  your,  in  order  to  be  able  to  ;  (8)  in  reply,  in  receipt,  in 
regard  to  the,  I   am  in  receipt,  I   am  in  receipt  of  your  favor,  we 
are  in    receipt  of  your  favor,   in  reply  to   your  favor,  replying  to 
your  favor,  in   regard  to  your  request ;  (9)  your  favor,  I  have  your 


16-2 


FIFTH  STAGE— PARAGRAPHS  48  TO  58. 

PLATE  42. 

DOUBLE  AND  TRIPLE-CONSONANT  WORD  SIGNS,  ETC. 


Appear              <\ 

n 
Doctor              ' 

Child           ^ 

\ 
c 

Belong              i 

Dear                1 

Children     f 

Particular 

During             1 

Court          r- 

Part                  r\ 

1 

Toward            "3 

Follow         — 

Appeared      1 
Opportunity} 

* 

Larger               ? 

Full-y 

j      .......... 
Board              <\ 

-  / 

Angel                r 

From          c>\ 

Member      \ 
Remember  f      \ 

Care                c  — 

•^ 

Over               A 

Number            ~ 

'Call 

Every-Very        i 

Ability)              \ 
Build-tf          * 

Difficult    / 
Difficulty  f      e 

Favor             <r>> 

Behold) 
Bold     \         c 

Accord-ing  | 
Accordingly)  c 

Hither            ).. 

Able  to)        ~T~ 
Until 

Great               t- 

•) 

Either      .      /.  

Tell-till            f 

Guard 

Their  )          f\ 
There  f    ..     /  

Told                f 

]\Ir.-mere  | 
Remark     f    ^ 

Other             »\ 

Pleasure            .) 

More               <?^ 

1 

Near-nor      ^^-^ 

Sure                 J 

Publisher        \ 

Manner       <^^ 

Assure              9 

Million        ^^^ 

Owner 

Surprise           ^° 

Spirit          °" 

<^-s 

Skill 

Secure 

Regard       / 

Sralp              <<» 

Barrel            X 

Regret       ^~~\ 

School 

V 

Proper        \ 

Collect        c  

Correct        c 

—  \— 

Character 

Practicable     'x 

Practicability  <\ 

Short 

Throughout 

\ 
Rail...       _c^_ 

163 

favor,  I  have  received  your  favor,  regarding  your  favor,  I  received 
your  favor,  your  valued  favor,  I  have  your  valued  favor,  your 
esteemed  favor,  we  have  your  favor,  in  regard  to  your  favor ;  (10) 
very  glad,  I  will  be  very  glad,  I  am  glad,  we  will  be  glad,  yours  truly, 
very  truly  yours,  yours  very  truly,  very  respectfully,  very  respectfully 
yours,  yours  very  respectfully;  (11)  in  all,  of  (ov)  all,  with  all, by  all, 
at  all,  in  all  things,  they  are,  there  are,  which  are,  which  were,  who  are, 
in  our;  (12)  able  to,  able  to  make,  able  to  go,  able  to  leave,  able  to 
please,  able  to  do  so,  I  am  unable  to  make,  I  am  enabled  to  make  ;  (13) 
there  would  (there'd),  there  ought  (therawt),  there  would  be,  there 
ought  to  be,  there  would  not  be,  there  ought  not  to  be,  we  would  be 
pleased,  we  were  pleased,  will  you  please. 

51.  Memory  Aids. — (a)  The  Nurd-stroke  for  "in  order  "  merely 
drops  the  final  "  r,"  as  if  pronounced  "  inordu."  (£)  In  such  phrases 
as  "  in  receipt,"  etc.,  the  "  n  "  of  •"  in  "  coalesces  with  the  "  r  "  of  the 
following  word,  and  the  combination  is  therefore  properly  and  con- 
veniently represented  by  the  Nr-stroke,  thought  of  as  "  Inre."  The 
"  un  "  syllable  in  "unreconciled,"  etc.,  may  be  similarly  treated,  (f) 
The  only  consonant  of  "  all  "  is  "  1,"  and  the  only  consonant  of  "  are" 
and  "our"  is  "  r."  Therefore  these  words  are  appropriately  repre- 
sented by  their  hook  expressions  in  the  valuable  phrase  signs  here 
presented.  (d~)  The  phrase  signs  for  "  there  would "  and  "  there 
ought  "  represent  their  slurred  pronunciation  — "  there'd  "  and 
"therawt."  The  latter  phrase  is  given  the  position  of  the  second 
word  (ought)  in  order  to  avoid  conflict,  (e)  "Unable  to''  and  "en- 
abled to  "  are  distinguished  by  adding  the  "  t  "  of  "  to  "  by  halving  in 
the  first  phrase,  and  by  writing  the  Petoid  in  the  second  phrase. 
(/)  The  word  "to"  after  "in  order"  and  "in  regard"  is  required 
by  the  context.  Its  sign  may  therefore  be  omitted  or  written  as  suits 
the  convenience  of  joining.  See  outlines  for  "  in  order  to  make  " 
and  "  in  order  to  please  "  in  line  7  of  plate  43,  and  "  in  regard  to 
the  "  in  line  8.  (^)  "  In  regard  "  is  written  as  if  pronounced  "  in 
regahd  " — the  second  "  r  "  of  "  regard  "  not  being  essential  to  legi- 


104 

bility,  and  a  difficult  joining  being  avoided  by  its  omission.  (//)  The 
word  sign  for  "  ability "  merely  ignores  the  final  vowel,  which  is 
excluded  when  "  t "  is  added  by  halving.  (/)  "  Publisher  "  is  written 
as  if  pronounced  "  pubshr." 

PLA.TE  43. 
DERIVATIVES,  COMPOUNDS  AND  PHRASES. 


52.     Prefixes. — (^)  In  the  following  cases  the  Nr-stroke  is  used 
for  "unre"  syllables  to  avoid  the  inconvenient  combination  of  Un-Ru 


165 

(see  plate  43,  line  14) :   Unreconciled,  unredeemable,  unreclaimed, 
unreasonable. 

(I))  The  Fr-stroke  is  used  as  a  prefix  sign  for  "  for-e  "  in  order  to 
avoid  conflicts,  or  when  the  word-sign  (Uf)  does  not  join  legibly. 
See  line  14,  plate  43 :  Forget,  forgot ;  foretell,  foretold. 

53.  Suffixes.— (a)  "  Ful  "  and  "  ble  "  may  be  represented  by  the 
Uf  and  Bu  stems  if  the  L-hook  causes  an  inconvenient  joining.     See 
plate  43,  line  15:  Adjustable,  successful. 

(fr)  If  it  is  desired  to  distinguish  between  "  ful  "  and  "  fully  "  in 
cases  where  the  L-hook  is  omitted,  add  Lu  in  the  latter  case.  See 
line  15:  successfully. 

(c)  Represent  "  bility "  by  the  Bit-stroke,  which  merely  ignores 
the  final-vowel  sound.  See  plate  43,  line  15:  Durability,  affability, 
plausibility,  probability,  suitability,  stability,  excitability,  feasibility, 
inability. 

54.  Words  Omitted. — The  words  "  to,"  "  of,"  and  "  of  the  "  may 
be  safely  omitted  from  such  common  phrases  as  "  in  reply  (to)  your 
favor,"  "  in  regard  (to)  the,"  "  I  am  in  receipt  (of)  your  favor  (of  the) 
15th  inst.,"  etc.     The  context  can  be  depended  upon  to  restore  the 
missing  words  when  transcribing.     See  plate  44,  sentences  25  and  30. 

55.  Practise  plate  43  as  directed  on  page  14,  paragraphs  8  and  9. 

SENTENCE-PRACTISE  ON  WORD  SIGNS,  ETC. 

56.  The  following  -sentences  have  been  specially  constructed  to 
provide  practise  on  the  Double   and   Triple-Consonant  word  signs, 
contractions,  etc.     (See  plates  44  and  45.)     Practise  with  them  as 
directed  in  Chap.  4,  paragraph  103 :  1.  It  appears  that  a  number  of 
the  bottles  belong  to  Dr.  Wicker,  and  I  was  told  to  tell  him  to  call 
for  them  sometime  during  the  present  month  if  he  was  anxious  to 
have  them.     2.     I  particularly  remember  that  only  part  of  the  flour 
was  forwarded  at  the  time  the  order  was  received,  and  it  was  promised 
that  the  rest  should  follow  as  soon  as  opportunity  to  ship  presented 


itself.  3.  I  feel  sure  that  they  will  use  particular  care  in  handling 
the  glass.  4.  The  larger  of  the  two  houses  will  be  built  immediately, 
but  the  smaller  one  is  not  expected  to  be  completed  until  the 
last  part  of  October.  5.  Similar  stores,  four  stories  high,  will  be 
built  in  other  parts  of  the  city.  6.  Every  transcript  my  former  lady 
stenographer  made  was  full  of  errors,  and  I  finally  discharged  her 
because  she  transcribed  "Please  except  my  regrets,"  instead  of 
"  Please  accept  my  regards."  7.  I  fully  expected  to  hear  from  them 
ere  this,  and  their  failure 'to  write  causes  me  very  much  surprise.  8. 
It  is  difficult  to  tell  just  when  they  will  call.  9.  I  assure  you  that  it 
is  with  great  pleasure  that  I  comply  with  your  request,  and  I  trust 
you  will  continue  to  favor  us  with  your  orders.  10.  It  is  of  no  value 
and  should  be  considered  dear  at  any  price.  11.  The  spring  term 
of  the  Probate  Court  is  nearly  over.  12.  The  school  wall  is  high, 
and  the  boys  like  to  scale  it  in  order  to  display  their  skill.  13.  I  think 
that  your  child  is  playing  with  Mr.  Blair's  children.  14.  The  owner 
of  the  property  values  it  at  a  million  dollars  or  over.  15.  "Fools 
rush  in  where  angels  fear  to  tread." — Pope.  16.  There  is  no  guard 
at  the  building,  nor  is  there  need  of  any.  17.  The  north  wall  is 
secure ;  but  the  south  wall  is  very  insecure,  being  merely  held  up  by 
props.  18.  His  sarcastic  remarks  were  very  uncalled  for.  19.  If 
either  member  of  the  firm  admits  the  bill  to  be  correct,  an  attempt 
to  collect  it  will  be  practicable;  otherwise,  I  fear  you  will  be  unable 
to  secure  the  money.  20.  He  was  enabled  to  leave  his  business  and 
take  a  pleasure  trip,  owing  to  the  receipt  of  an  unexpected  remittance 
from  home,  but  I  was  unable  to  go  with  him.  21.  There  ought  to  be 
money  enough  to  complete  the  building,  and  there  would  be  if  affairs 
were  managed  properly.  22.  There  were  to  be  many  soldiers  present 
at  the  unveiling  of  Hooker's  statue.  23.  His  conduct  is  proper  and 
his  character  is  above  reproach.  24.  They  are  successful  in  all 
things  that  they  undertake.  25.  In  reply  to  your  favor  of  the  15th 
inst.  in  regard  to  the  goods  which  were  ordered  by  you  on  the  20th 
inst,  we  would  state  that  we  will  be  unable  to  ship  the  tables  at  all, 
owing  to  the  fact  that  the  factory  has  quit  manufacturing  that  par- 


167 

ticular  style.  The  goods  which  are  in  stock,  however,  will  be  forwarded 
immediately.  26.  George,  come  hither  and  see  your  uncle's  presents. 
27.  I  like  his  spirit,  but  he  is  a  little  too  bold.  28.  According  to  all 
reports  they  acted  nobly,  but  it  is  a  notable  fact  that  they  went  with- 
out reward.  29.  Hoping  to  hear  from  you  soon,  I  am  yours  very 
respectfully.  30.  We  are  in  receipt  of  your  favor  of  the  16th  inst., 
and  in  reply  thereto  would  state  that  we  sent  the  goods  forward 
to-day.  Very  respectfully  yours.  31.  As  a  rule*  the  ruled  paper 
avoids  the  necessity  for  a  ruler.  32.  While  making  the  rolls  she 
rolled  the  dough  with  the  roller.  33.  It  was  a  frightful  storm,  causing 
fearful  damage,  which  was  aggravated  by  the  overflowing  of  the 
stream.  34.  Jasper  Jessup  is  employed  by  Messrs.  Tasker  &  Dins- 
mer,  and  has  a  hard  task  to  please  them.  35.  As  soon  as  Colonel 
Misner  becomes  excited  he  starts  to  strut  along  the  bank  of  the 
stream  and  stare  at  the  stars.  36.  The  list  of  taxable  goods  is  still 
incomplete.  37.  His  dishonorable  conduct  is  traceable  to  his  desire 
to  possess  a  bicycle  and  a  tricycle.  38.  By  the  shimmering  light  of 
a  lucifer  match  the  tunneled  hole  made  by  the  prisoners  through  the 
wall  was  seen.  39.  There  are  about  three  bushels  of  apples  in  a 
barrel.  40.  A  cluster  of  beautiful  roses  was  ruined  by  the  falling 
plaster,  which  just  missed  a  lobster  and  some  pastry  intended  for  the 
pastor's  lunch. 


168 


PLATE  44. 
SENTENCE  EXERCISE  ON  DOUBLE  CONSONANTS. 


109 


PLATE  45. 
SENTENCE   EXERCISE   ON    DOUBLE-CONSONANTS— (Continued). 


LETTER  PRACTISE  ON  DOUBLE-CONSONANT  LESSON. 

57.     Practise  the  following  letters  as  directed  on  page  96,  para- 
graph 54  (see  plate  40)  : 

(No.  1.) 
MR.  WILBER  STRONG, 

35  Drexel  Boulevard,  Chicago,  111. 
Dear  Sir : 

Your  favor  of  the  25th  ult.  is  just  received,  and  in  reply  thereto  I 
enclose  herewith  vouchers  for  cash  that  I  have  paid  for  you  as  your 


170 

agent  during  the  month  of  October.  I  trust  that  you  will  certify  as 
to  the  correctness  of  these  bills  promptly,  as  I  wish  to  close  my 
agency  here  as  soon  as  possible. 

Very  truly  yours, 

(No.  2.) 
MESSRS.  ROGERS  &  RICHARDS, 

Jersey  City,  N.  J. 
Dear  Sirs  : 

I  have  your  favor  of  the  8th  instant  in  regard  to  the  price  of  apples, 
grapes,  plums,  and  other  fruit,  and  in  reply  I  send  you  my  latest 
price  list.  I  am  making  a  special  business  of  choice  fruit,  and  trust 
that  you  will  send  me  an  initial  order,  which  I  feel  sure  will  insure 
future  dealings  between  us. 

Trusting  to  hear  from  you  soon  and  favorably,  I  am 
1  Yours  very  truly, 

(No.  3.) 
MR.  GEORGE  W.  STRYKER, 

Counselor-at-Law, 

No.  50  Masonic  Temple,  Chicago,  111. 
Dear  Sir : 

I  am  in  receipt  of  your  esteemed  favor  of  Nov.  3d,  and  note  what 
you  say.  You  remarked  during  our  talk  Thursday  (if  I  rightly  re- 
member) that  the  recent  claim  on  our  railroad  company  for  damages 
was  not  only  unjust,  but  untenable,  and  that  if  we  placed  the  case  in 
your  hands  you  thought  that  you  could  win  it  for  our  people.  I 
coincide  with  your  views.  The  teamster  was  certainly  careless,  and 
possibly  drunk  ;  or  otherwise  he  must  have  seen  the  cars  approaching. 
I  know  that  the  engineer  was  not  going  at  full  speed,  and  that  he  was 
using  all  proper  care.  The  teamster  is  the  only  one  to  blame,  and  I 
think  it  is  probable  that  if  the  owner  of  the  team  is  made  to  see  that 
he  has  no  tenable  claim,  he  will  let  the  suit  drop.  I  shall  do  nothing 
more  in  the  case  until  I  hear  from  you. 

Sincerely  yours, 


171 


PLATE  46. 

LETTER  EXERCISE  ON  DOUBLE  CONSONANTS. 
(1) 


172 

TEST  EXERCISE-SENTENCES  AND  LETTER. 
58.  The  following  sentences  and  letter  are  unkeyed,  and  are 
specially  intended  to  serve  as  a  test  of  the  student's  knowledge  of  the 
preceding  principles.  Write  for  the  teacher's  inspection,  as  directed 
on  page  53,  par.  103  :  1.  It  is  no  disgrace  to  be  poor,  though  it  is 
natural  to  endeavor  to  disguise  the  fact.  2.  The  vesper  bells  are 
ringing.  3.  I  descry  the  desk  through  the  window.  4.  He  struck 
lusty  blows  for  freedom.  5.  Her  eyes  are  lustrous.  6.  The  fickle 
girl  sold  her  satchel  and  hired  a  bicycle.  7.  The  nephew  of  Maria 
Roberts  peddles  perfumery  bottles,  porous  plasters,  and  fruit  plates. 
8.  The  idle  boy  passes  a  great  deal  of  his  time  in  blowing  the  bugle 
and  playing  the  fiddle.  9.  Roger  Saner  is  a  singer  and  a  lover  of 
music,  but  his  wife  is  not  musical.  10.  The  rumor  that  the  vessel's 
armor  is  fractured  is  officially  denied.  11.  Major  Schiller's  camel  is 
afflicted  with  a  spinal  trouble.  12.  The  spiral  staircase  leads  to  the 
steeple.  13.  The  soldier  (soljer)  hammered  and  battered  at  the 
dried  planks  until  they  crumbled  beneath  his  repeated  blows.  14. 
The  sweet  vesper  chimes  are  wafted  on  the  summer  breeze.  15. 
The  strike  was  traceable  to  an  inexcusable  struggle  for  supremacy. 
16.  Generous  Miss  Farrell  humored  the  whim  of  Wilbur  Lurber  and 
allowed  him  to«  ride  on  the  camel  through  the  tunnel.  17.  I  will 
endeavor  to  decipher  the  cipher  message  which  Colonel  Fisher  sent 
to  the  railroad  officials  by  his  messenger,  if  you  desire  me  to  do  so. 
18.  He  tried  to  defraud  me,  but  he  was  frustrated  by  Edward,  who 
was  conversant  with  the  business.  19.  The  pastor  urged  the  com- 
positor to  stop  eating  pastry.  20.  It  is  extremely  rare  for  the  stream 
to  flood  the  flats,  but  the  severe  storm  caused  it  to  do  so.  21.  It  is 
superfluous  to  say  that  only  the  superstitious  place  faith  in  witches. 
22.  George  Hosmer  and  Robert  Sanscrit  strolled  up  to  the  pier  to 
see  a  cargo  of  apples,  reported  to  be  unsalable.  23.  Of  the  long 
period  of  a  thousand  years  comprised  in  the  limits  of  the  Middle 
Ages  (from  the  close  of  the  fifth  to  the  close  of  the  fifteenth  centuries), 
the  first  six  centuries  (from  the  close  of  the  fifth  to  the  close  of  the 
eleventh)  are  nearly  destitute  of  notable  occurrences,  and  the  term 


173 

"  Dark  Ages "  is  appropriately  used  to  designate  this  period.  24. 
Goldsmith's  "Deserted  Village"  and  Gray's  "  Churchyard  Elegy " 
were  read  by  the  childish  old  British  soldier,  as  he  claimed,  in  his 
childhood.  25.  She  has  a  beautiful  figure.  26.  She  is  quite  ex- 
clusive since  her  manuscript  was  accepted  by  the  publishers.  27.  If 
the  trust  was  misplaced,  he  ought  not  to  be  allowed  to  handle  the 
nostrum. 

(No.  4.) 
MR.  F.  M.  CROUCH, 

Freeport,  Ind. 
Dear  Sir: 

In  reply  to  your  favor  of  the  8th  inst.,  would  say  that  we  have 
decided  to  accept  your  offer  of  four  dollars  per  barrel  for  super  grades 
of  flour,  and  will  forward  your  order  for  thirty  barrels  as  soon  as 
there  is  a  sufficient  supply  received  from  the  mill.  This  will  probably 
be  to-morrow. 

Trusting  that  this  will  be  satisfactory  to  you,  we  are 
Yours  very  respectfully, 

QUIZ  ON   DOUBLE   AND  TRIPLE  CONSONANTS. 

1.  Why  are  the  L  and  R-hook  strokes  called  Double  Consonants? 
2.  When  should  stems  be  used  for  L  and  R  sounds  ? — write  "  tire," 
"try,"  "tiro."  3.  Why  should  Shi  and  Zhl  never  stand  alone  ?  4. 
What  governs  choice  between  the  Lr-stroke  and  Lu-Ur  for  the  "  Ir  " 
syllable  in  such  words  as  "  tailor,"  "  Schiller,"  etc.?  5.  Is  it  neces- 
sary to  show  the  R-hook  in  combination  with  the  circle  on  straight 
stems? — why? — write  "sprite,"  "split."  6.  Name  the  order  of 
sounds  on  a  halved  triple-consonant  stroke  (see  scale).  7.  When 
Spr  immediately  follows  Chu  or  Ju,  or  when  Skr  immediately  follows 
Tu  or  Du — should  the  R-hook  be  implied,  or  shown  ? — write 
"Chesbro"  and  "discourage"  (diskraj).  8.  How  is  N  best  ex- 
pressed when  immediately  followed  by  R-hook  triple-consonant 
strokes? — write  "  unsuppressed,"  "unstrung,"  "inscrutable."  9. 
The  double-consonant  strokes  indicate  coalescing  consonants;  by 


174 

what  special  plan  may  a  vowel  sound  be  made  to  read  between  hook 
and  stem  sounds  ?  10.  What  advantage  is  derived  from  the  omission 
of  "  t  "  following  "  s  "  ? — "  n  "  from  "  trans  "  syllables  ? — "  k  "  from 
triple-consonant  combinations — write  "  trustful,"  "  transmit,"  "  ex- 
plore" (eksplore). 


CHAPTER    XII. 


FIRST  STAGE— LENGTHENING. 
PARAGRAPHS  1  TO  18. 

1.  This  lesson  is  really  a  sequel  to  the  Double-Consonant  system, 
as  it  is  devoted  to  the  additional  expression  of  four  syllables,  Pr,  Tr, 
Kr,  and  Thr ;  also  to  their  mated  syllables,  Br,  Dr,  Gr,  and  Dthr. 
These  syllables  are   expressed   by  doubling  the  length  of  curves ; 
hence  the  term  "  lengthening." 

2.  The  difference  between  the   Double-Consonant  principle  and 
the  Lengthening  principle  is  this  :   (a)  When  expressed  by  Lengthen- 
ing, the   syllables  Pr,  Tr,  etc.,  read   after  any  vowel  placed  after  the 
stem.     Or,  to  state  the  fact  in  another  way :  any  vowel  sign  placed 
after  the  lengthened  stem  reads  before  the  syllable  added  by  lengthen- 
ing.    Lengthening  therefore    covers  words    like    "leTTER"    f 

1 '  emBER L's^,....  ' '  enTER  "...^^..  ' '  SenaTOR  ''.^^..  ' '  anGER  " 
(' '  ang-gr  ")..„„.......... ;  and  such  words  have  been  excluded  from  pre- 
ceding lessons. 

(£)  When  expressed  by  Double-Consonant  signs,  the  syllables 
Pr,  Tr,  etc.,  read  before  any  vowel  sign  placed  after  the  stem.  There- 
fore the  Double-Consonant  signs  cover  words  like  "  ulTRa," 
"imBRue,"  "  enTRy,"  "  senTRy,"  "anGRy"  (ang-gry) ;  in  which 
the  Double-Consonant  syllables  immediately  precede  final-vowel 
sounds.  Such  words  were  properly  introduced  in  the  Double-Con- 
sonant lesson.  See  scale  page  175. 


175 

SCALE. 

1  —In  curl. 

'2 — Beginning  circle,  or  loop. 

3— 

4 — Vowel  before  stem. 

5 — Stem. 

6 — L  or  R  hook. 

7 — Vowel  after  stem. 

8 — Syllable  added  by  lengthening. 

9 — Final  hooks. 
10— T  or  D  added  by  halving. 
11 — Final  circle  or  loop. 
l"2 — Sen  curl. 

3.  As  our  language  abounds  in  words  terminating  in  the  syllables 
referred  to  in  paragraph  1,  it  is  evident  that  lengthening  contributes 
a  valuable  speed  expedient  to  stenographic  material.     The  scheme  is 
as  follows. 

LENGTHENING  APPLIED   TO  CURVES. 

4.  (rt)  Doubling  the  length  of  Ung  adds  the  terminal  syllable  Kr 
or  Gr.     See   plate   47,  line  1,  and  contrast:  Anger  (ang-gr),  angry 
(ang-gry);    hunger   (hung-gr),   hungry  (hung-gry) ;    sinker  (sing-kr), 
singer  (sing-er) ;    rancor    (rang-kr),   finger  (fing-gr).      Note  that  in 
"  singer  "  Ung  is   represented  by  the  letters  "  ng  " ;  whereas  in  all 
the  other  words  quoted  the  single  letter  "  n  "  represents  Ung. 

(fr)  Doubling  the  length  of  Ump-b  adds  "  r  "  ;  and  as  the  sound 
of  P  or  B  already  exists  in  the  thickened  Um,  the  Pr  and  Br  syllables 
are  thus  provided  for.  See  plate  47,  line  2,  and  contrast :  Ember, 
imbrue  ;  timber,  scamper,  somber,  lumber,  distemper. 

(c)  Doubling  the  length  of  any  other  curve  adds  either  Tr  or 
Thr,  or  their  heavy  mates  Dr  or  Dthr.  See  plate  47,  line  3,  and 
contrast:  Psalter  (salter),  sultry  ;  weather,  Withrow ;  sunder,  sundry; 
flatter  (flatr),  flattery  (flatry) ;  further  (fr-thr),  thither  (dthi-dthr). 


176 

5.  Lengthening  to    add   Tr,  etc.,   is  confined  chiefly  to  curved 
stems  for  the  following  reasons  : 

(a)  When  the  sound  of  a  curved  stem  is  repeated  (as  in  "  mum  ") 
the  two  curves  are  joined  at  an   angle;  therefore,  lengthening  the 
curve  to  add  Tr  (as  in  "  mutter  ")  causes  no  conflict  with  the  repeated 
consonants.     See  plate  47,  line  4,  and  contrast:  Mum,  mutter. 

(b)  But  the  sound  of  a  straight  stem  (as  in  "  Pope  ")  is  repeated 
by  doubling   its   length ;   therefore,  it  would    be    dangerous   to    in- 
discriminately apply  lengthening  to  straight  stems  to  also   add  Tur 
(as  in  "  actor  "),  and  the  Double-Consonant  signs  are  generally  used 
in  this  connection.     See  plate  47,  line  4,  and  contrast :  Cook,  actor. 

LENGTHENING  APPLIED  TO  STRAIGHT   STEMS. 

6.  (a)  When,  however,  the  addition  of  other  consonants  (as  in 
"  instructor ")    causes   the    outline  to  assume  a  peculiar  form   and 
thereby  averts  the  risk  of  the  doubling  being  construed  as  repeating 
the  consonant,  a  straight  stem  may  be  lengthened  to  add  Tur,  etc. 
The  following  are  useful   and   safe   instances  of  the  application  of 
lengthening   to    straight   stems    (see  plate  47,  line   4) :    Instructor, 
prosecutor,  persecutor,  protector  (prot-ektr).     (ff)  The  novice  should 
use  this  license  with  much  caution,  and  when  in  doubt  use  the  Double 
Consonants  or  some  other  forms.     The  explanations  and  illustrations 
now  given  and  to  be  presented  hereafter  should,  however,  enable  the 
thoughtful  student  to  acquire  correct  judgment. 

POSITIONING   OF    LENGTHENED  STROKES. 

7.  (a)  The  first  half  of  a  double-length  stem  is  positioned  as  if  it 
stood  alone — the  second  half  being  treated  as  a  distinct  sign,  just  the 
same  as  if  it  were  the  Double-Consonant  sign  joined  at  an  angle. 
That  is  to  say,  in  the  case  of  non-horizontals  the  first  half  is  written 
above  the  line  for  the  first  position,  on  the  line  for  the  second  posi- 
tion, and  through  the  line  for  the  third  position,     (li)  The  position  of 
horizontals  is  the  same  for  all  lengths.     See  plate  47,  line  5 :  Flitter, 
loiter ;  fetter,  letter ;  flatter,  latter ;  miter,  motor,  matter. 


177 


PLATE  47. 
WORD  EXERCISE  ON   LENGTHENING. 


178 

VOCALIZATION   OF   LENGTHENED  STROKES. 

8.  As  in  the  case  of  single  and  half-lengths,  vowel  signs  are  placed 
at  the  beginning,  middle,  or  end  of  the  lengthened  stem  according  as 
the  vowel  is  first,  second,  or  third  position. 

9.  Remember  that  lengthening  cannot  be  used  in  writing  a  word 
like  "  sentry,"  which  terminates  in  a  vowel  sound  immediately  follow- 
ing the  double-consonant  group.     (See  paragraph  2.)     If  the  Sun 
stroke  were  lengthened  and  the  sign  of  the  final-vowel  placed  after 
the  lengthened  stroke  the  outline  would  read  "  sen-i-tr  "  (senator),  not 
"sentr-y."      A  double-consonant  stroke  must  be  used  before  final 
vowels.     See  plate  47,  line  3. 

10.  (a)  An  unimportant  vowel  sound  is  occasionally  disregarded 
in  order  to  secure  a  more  facile  outline  provided  by  lengthening. 
See  plate  47,  line  6,  and  compare  the  two  ways  of  writing'  the  fol- 
lowing  words  :    Philanthropy    (or   "  philantherpy "),  metropolis    (or 
"  meterplis  "),  anthracite  (or  "  anthercite  "),  central  (or  "  centeral  "). 
In  these  cases  the  lengthened  forms  are  the  more  facile  ones,  and  are 
sufficiently  suggestive,     (fi)  In  the  case  of  "  anthracite  "  the  circle 
provides  no  place  for  the  vowel  preceding  it  (see  Scale),  and  if  such 
vowel  is  deemed  important  the  "  thr  "  sound-group  must  be  expressed 
by  its  Double-Consonant  sign.     In  the  other  cases,  the  vowel  follow- 
ing the  double-consonant  group  may  be  placed  before  the  following 
stem,  if  desired.     However,  a  little  practise  will  render  the  omission 
of  the  vowel  safe  in  all  the  lengthened  outlines  cited. 

11.  Special  Vocalization. — A  vowel  may  be  made  to  read  between 
the  two  sounds  of  Tr,  etc.,  added  by  lengthening,  by  using  a  circle 
for  a  dot-vowel,  or  striking  a  dash  or  a  diphthong  sign  through  the 
lengthened  stroke.     The  result  of  special  vocalization  is  the  same, 
no  matter  how  the  Tr,  etc.,  is  expressed.     (See  page  158,  paragraph 
36.)     See  plate  47,  line  7  :  entire. 


179 

GUIDE   TO  THE   VARIOUS  EXPRESSIONS  OF   TUR,  ETC. 

12.  (a)  Before  deciding  how  a  final  "tur,"  "dur,"  etc.,  is  to  be 
written,  the  expression  of  the  preceding  consonant  or  consonants 
must  be  determined — that  is,  whether  by  hook,  circle,  halving,  or  by 
stem.     (See  page  149,  pars.  7  and  11.)     For  instance,  in  "flatter" 
the  coalescence  of  L  with  the  preceding  F  requires  the  Double-Con- 
sonant stroke  Fl,  and  lengthening  is  therefore  applied  to  this  stroke 
to  add  the  following  "tur."     (<£)  But  in  "  falter  "  the  L-stem  is  re- 
quired by  the  vowel  before  L,  and  it  is  therefore  the  L-stem  which  is 
lengthened  to   add  the  following  "  tur."     See  plate  47,  line  7,  and 
contrast :  Flutter,  falter,     (c)  That  is  to  say,  lengthening  generally 
conforms  to  the  preferred  expression  of  preceding  consonants. 

13.  Primitives   and    Derivatives.  —  (Vr)    Treating    such   words   as 
"  lighter,"  "  fighter,"  etc.,  from  the  standpoint  of  the  spoken  word, 
the  medial  "  t  "  may  be  combined  with  either  the  preceding  or  the  fol- 
lowing syllable  without  serious  violence  to  the  syllabic  or  primitive 
idea.     (See  page    129,  par.   31).     That   is   to  say,   "  ligh-ter "  and 
"  figh-ter  "  are  not  seriously  different  from  "  light-er  "  and  "fight-er." 
This  being  true,  the  writer  should  favor  the  division  which  results  in 
the  easiest    shorthand  combination,  always  preferring  to  represent 
the  syllabic  thought  and  to  retain  the  primitive  form  if  all  the  circum- 
stances permit.     Experiment  will  show,  however,  that  it  is  impracti- 
cable to  adhere  rigidly  to  the  primitive  form  in  writing  such  words  as 
"  fighter  "  and  "  lighter  " — the  Ur-stem  joining  illegibly  to  Let  or  Fet. 
The  "  t  "  of  the  primitive  must  therefore  be  thrown  into  the  second 
syllable  as  indicated  by  the  division  "  ligh-ter  "  and  "  figh-ter,"  and 
the  question  then  merely  involves  the  expression  of  the  "  tr  "  syllable 
— whether  by  Double-Consonant  sign  or  by  lengthening.     As  length- 
ening produces  the  least  change  in  the  primitive,  and  is  also  the  most 
rapid,  it  is  adopted.     This  thought  governs  the  construction  of  the 
following   derivatives;   see   plate   47,  line    7,  and   contrast:    Light, 
lighter ;  fight,  fighter ;  prompt  (promt),  prompter  (promter) ;  insult, 
insulter.     (See  page  160,  par.  45.) 


180 

(b)  This  "  juggling  "  of  the  medial  consonant  is  an  important 
point  in  every  modification  lesson,  and  should  receive  the  pupil's  most 
thoughtful  attention.  Experiment  by  combining  the  medial  consonant 
first  with  the  preceding  syllable,  and  then  with  the  succeeding  syllable, 
until  the  best  shorthand  form  is  secured. 

(f)  The  following  words  further  illustrate  the  application  of  the 
primitive  and  syllabic  idea  (see  plate  47,  line  8)  :  Soft,  softer;  swift, 
swifter ;  short,  shorter ;  elevate"  elevator ;  wild,  wilder ;  (9)  freight, 
freighter ;  surrender,  surrendered ;  center,  central,  centrally,  centralize ; 
(10)  strong,  stronger  (strong-gr) ;  legislate,  legislator ;  wink  (wingk), 
winker;  young,  younger  (yung-gr)  ;  (11)  laugh  (laf),  laughter;  lubri- 
cate, lubricator ;  desert,  deserter ;  tender,  tenderness ;  inspect,  in- 
spector; (12)  murder,  (whimpered),  wilderness;  refrigerate,  refrig- 
erator; water. 

14.  As  in  the  Halving  lesson,  so  also  here  in  the  Lengthening 
lesson,  two  stems  of  unequal  length  should  not  be  joined  unless  some 
peculiarity  in  the  combination  evidences  the   difference  of  length. 
See  plate  47,  line  12  ;  Leander,  meander.     The  joining  of  Lu  and 
Un  at  an   angle  permits  use  of  Under  (lengthened  Un)  in  outlining 
"  Leander,"  but  the  joining  of  Um  and  Un  without  an  angle  in  out- 
lining "  Meander  "  requires  that  Dr  be  expressed  by  its  double-con- 
sonant sign. 

15.  Distinctions. — (a)  As  Lengthening  permits  any  one  of  several 
sound-groups  to  be  read,  the  context  must  guide  largely  in  reading 
such  forms.     Therefore,  where  experience  demonstrates  that  the  con- 
text cannot  be  relied  upon,  the  double-consonant  sign  or  some  other 
form   should  be  used.     For  instance,  if  "  Walter,"  "  Wilder,"   and 
"  Walther  "  were  found  to  conflict,  doubling  should  be  applied  to  the 
first   word    (lengthening   preferably   representing   the  "  tr "  group,) 
and    double-consonant    strokes   used    in    outlining    the    other    two. 
Careful    study   of   the   forms    herein    presented,  aided    by   personal 
experience,  will  confer  proper  judgment. 


181 

(^)     Write     *i  for  "  order  ";  the  lengthened  Ur  causes  dangerous 
conflict  with  "  car  "  ,-rr^,  .... 

16.  Nomenclature. — The  name  of  a  lengthened  stroke  is  formed 
by  adding  any  of  the  sound-groups  to  the  name  of  the  preceding  stem 
or  stroke  ;  viz.:  Layter  (up),  Elter  (down),  Selter  or  Slayter  ;  Fletter  ; 
Fretter  or   Further ;  Wenter,  Welter ;  Ingker  or  Ingger ;  Emper  or 
Ember ;  Arter,  Arder,  or  Arthur ;  Sefter,  Senter,  Swelter,  etc. 

PRACTISE. 

17.  Practise  plate  47  as  directed  on  page  14,  paragraphs  8  and  9. 

18.  Test  Words. — Write  the  following  test  words  for  the  teacher's 
inspection,  as  directed  on  page  21,  par.  42:  Meter,  letter,  slaughter, 
flutter,  smarter,  smother,  alter,  halter,  unaltered,  unalterable,  oyster, 
Easter,  cylinder,  cylindrical,  speculate,  speculator,   sunder,  asunder, 
incubator,    fluttered,  frittered,    hanker    (hang-kr),   hanger    (hang-r), 
water,    watery,    desolate,    desolater,    surrender    (sur-endr),     winter, 
Walter,    disorder,     disorderly,     disordered,    meteorology,    literature 
(litera-chur),  literary,  niter,  excavator,  wintry. 

SECOND  STAGE.— WORD  SIGNS,  PHRASES,  ETC. 
PARAGRAPHS   19  TO  27. 

19.  See   plate   48,   line   1  :    Neither-entire,  no  other-enter,  writer, 
rather,    longer,    matter ;    (2)    Mortar,    murder,    martyr,    embarrass, 
further,  holder,  another. 

20.  Derivatives   from    Word    Signs. — (Line    3)    Entirely,    entirety; 
entered,   entrance,   re-entered;   (4)   material,   materially,   materialize, 
immaterial;  murdered,  murderer;    (5)    martyrdom,    unembarrassed, 
furthered,  stockholder,  officeholder,  pewholder.     The   aspirate  may 
be  omitted  from   "  holder "   in  combinations,  and  the  stem  written 
upward  or  downward  as  joining  requires. 

21.  Phrases. — The  words  "  there,"  "  their,"  and  "  other  "  slur  into 
preceding   words    in    rapid    speech,    viz.:    "  If   there    is,"    heard    as 
"ifthers";  "some  other,"  heard  as  "  smuthr,"  etc.     The  reporter 


182 

freely  uses  the  Lengthening  principle  to  imitate  this  peculiarity  of 
speech,  and  finds  it  a  very  valuable  and  safe  speed  expedient.  Fol- 
lowing are  presented  some  common  and  useful  illustrations.  In  "if 
there-their,"  etc.,  the  hyphen  indicates  that  either  of  the  words  con- 
nected may  be  read,  as  required  by  the  context.  See  plate  48,  line  6 : 
If  there-their,  for  there-their,  when  there-their,  leave  there-their,  in 
there-their,  measure  their,  receive  their,  over  there-their ;  (7)  while 
there-their,  through  there-their,  so  there-their,  in  all  their,  reclaim 
their,  fulfill  their,  know  there-their ;  (8)  sell  there-their,  swell  their, 
have  seen  their,  if  there  is,  when  there  is,  resign  their ;  (9)  I  am  sure 
there  is,  whenever  there-their,  wherever  there-their,  here  their,  where- 
as there-their,  shall  there  be,  have  their;  (10)  is  there-their,  was 
there-their,  as  there-their,  of  (ov)  their,  of  all  their,  with  all  their,  the 
other,  though  there-their;  (11)  Near-honor  there-their,  save  their,  I 
think  their-there,  some  other  (smuthr),  some  other  time,  some  other 
respects.  In  the  preceding  examples,  the  words  "  is,"  "  as,"  "  of  " 
(ov),  "  with,"  and  "  the  "  are  represented  by  their  stems  in  order  to 
utilize  Lengthening  for  phrasing  "  their,"  etc. 

22.  Following  a  circle  or  semicircle,  "  there,"  etc.,  may  be  repre- 
sented by  a  heavy  .sloping  tick,  viz.  (see  plate  48,  line  12) :  Since 
there-their,  since  there  was,  since  there  is,  what  their-there,  so  as 
there-their,  so  as  there  will  be,  what  there  will  be. 

23.  The  reporter  occasionally  phrases  "  there-their"  by  lengthen- 
ing straight  stems,  viz.  (see  plate  48,  line  12) :  Do  you  reside  there, 
did  they  state  their  reasons. 

24.  (a)  In  reading  a  lengthened  phrase-sign,  if  in  doubt  treat  it 
as  a  single-length  and  determine  the  word  from  that  standpoint ;  then 
combine  the  word  added  by  the  lengthening.     For  example,  take  line 
6  of  plate  48  :  If,  if  there  ;  for,  for  there  ;  when,  when  there  ;  leave, 
leave  there ;  in,  in  their ;  measure,  measure  their ;  receive,  receive 
their ;  over,  over  their,  etc.     (&)  In  case  of  "  if  there,"  "  for  their," 
"  measure  their,"  and  "  over  their,"  the  first  half  of  the  lengthened 
stroke  indicates  its  position. 


183 


PLATE  48. 
KXKRCISK  ON    WORD   SIGNS,   PHRASES,   ETC. 


184 

25.  Practise  on   plate  48   as  directed  on  page  14,  paragraphs  8 
and  9. 

SENTENCE  AND  LETTER  PRACTISE  ON  LENGTHENING. 

26.  Practise   the   following    sentences  as  directed  on   page    53, 
paragraph  103  (see  plate  49):    1.     Neither  of  the  entrances  will  be 
closed,  but  they  will  both  be  guarded  during  the  entire  day,  and  no 
one  will  be   permitted   to   enter   except   those   having   passes.     '2. 
Another  writer  declared  the  testimony  showed  that  the  prisoner  was 
innocent  of  the  murder,  and  that  he  would  die  a  martyr.     3.  The 
conscript  greeted  his  mother  with  a  loving  embrace,  and,  thinking  my 
presence  might  embarrass  them,  I  withdrew.     4.     If  there  is  oppor- 
tunity they  will  call   some  other  time ;  it  is  impossible  for  them  to 
leave  their  work  to-day.     5.  They  entered  the  room  looking  entirely 
unembarrassed.     6.  When  their  work  is  completed  they  will  receive 
their  pay.     7.  While  playing  in  their  boat  they  upset  it  in  water  over 
their  heads.     8.  Their 'house  will  be   ready  for  their  use   if  their 
decorators  fulfill  their  promises.     9.  He  says  he  was  there  during 
the  whole  time,  so  there  is  no  doubt  of  the  correctness  of  his  report. 
10.  There  is  no  necessity  for  the  passengers  lingering  any  longer  to 
reclaim  their  baggage,  and  they  will,  therefore,  resume  their  journey 
without  further  delay.     11.  I  have  seen  the  lilies  of  the  field  in  all 
their  glory.     12.  They  desire  to  sell  their  farm,  but  I  shall  not  decide 
to  purchase  it  until  I  have  seen  their  agent.     13.  The  sale,  if  made, 
will  swell  their  bank  deposit  considerably.     14.    There  are  many 
philanthropists  in  the  metropolis  of  New  York.     15.  The  inspector 
lost  his  temper  because  the  speculator  aroused  him  from  his  slumber 
to  inspect  some  wheat  in  the  new  elevator.     16.  The  Senator  ordered 
that  some  oysters  and  mineral  water  be  placed  at  the  disposal  of  the 
sentry  and  the  janitor.     17.  The  fluttering  paper  in   the  fingers  of 
the  shorthand  instructor  frightened  the  horse  and  caused   him   to 
break  his  halter.     18.  The  prosecutor  was  very  angry,  and  I  ascer- 
tained that  his  anger  was  due  to  his  inability  to  prosecute  the  perse- 
cutor of  some  innocent  children. 


185 


PLATE  49. 


186 

27.  Write  the  following  letter  as  a  test  of  knowledge  of  principles, 
and  submit  to  instructor  for  criticism  : 

MESSRS.  WALTERS,  WILDER  &  WALTHER, 

Winterset,  Utah. 
Dear  Sirs : 

We  have  your  letter  of  the  15th  inst,  and,  in  reply  thereto,  would 
state  that  the  car  of  shutters  was  shipped  the  latter  part  of  August, 
and  their  failure  to  reach  you  promptly  is  rather  mystifying.  We 
will  look  into  the  matter  immediately  and  have  it  straightened  up. 
Did  you  receive  the  rest  of  the  order  ? 

Yours  very  respectfully. 

QUIZ  ON   LENGTHENING. 

1.  If  a  word  terminates  in  a  vowel  sound,  should  a  Tr,  Kr,  etc., 
syllable  immediately  preceding  be  expressed  by  lengthening  ?  2. 
May  the  Double-Consonant  signs  be  used  before  final  vowels  ?  3. 
What  sound-groups  are  added  to  Ung  by  lengthening  ? — to  Ump  ? — 
to  other  curves  ?  4.  Why  is  it  generally  unsafe  to  lengthen  straight 
strokes  to  add  Tr,  etc.?  5.  What  part  of  a  lengthened  non-horizontal 
stroke  is  placed  in  position  ?  6.  How  may  a  lengthened  stroke  be 
vocalized  to  cause  the  vowel  to  read  between  the  two  sounds  of  the 
Tr,  Kr,  etc.,  added  by  lengthening  ? 


187 


CHAPTER   XIII. 


FIRST  STAGE— FINAL   HOOKS  FOR  F,  V,  AND  N. 
PARAGRAPHS  1  TO  16. 

1.  In  the  preceding  chapters  were  introduced  many  words  con- 
taining F,  V,  and  N   sounds ;  but  they  were  words  in  which  stems 
were  required  in  order  either  to  provide  places  for  important  vowel 
sounds  (as  "  gravy,"  "  defy,"  "  deny,"  etc.),  or  to  secure  good  joining 
(as  "  flinch,"  "  reason,"  "  unsafe,"  etc.).     There  occur,  however,  in 
English  speech  a  multitude  of  syllables  and  words  terminating  in  F, 
V,  and  N  (as  "grave,"  "deaf,"  "din,"  etc.),  for  which  sounds  stems 
are  not  required  either  by  vocalization  or  by  joining,  and  such  words 
have  been  reserved  for  this  lesson.     To  meet  these  cases,  Phonography 
provides  small  final  hooks  (see  plate  50). 

2.  N  Hook. — (a)  All  strokes,  without  exception,  take  the  N-hook. 
(b)  It  is  a  small  hook,  turned  on  the  inside  of  curves,  and  by  the 
right  motion  on  straight  stems. 

3.  F-V  Hook — (a)  Only  the  straight  strokes  take  the  F-V  hook. 

(fr)  It  is  a  small  hook,  and  is  distinguished  from  the  N-hook  by  being 
turned  by  the  left  motion.  (/)  When  following  curves  (as  in  "  knife," 
"  sheaf,"  "  five,"  etc.),  F  or  V  is  expressed  by  its  stem  in  order  to 
avoid  conflict  with  N. 

4.  (a)  The  final  hooks  read  after  any  vowels  placed  beside  the 
stem,  and  are  therefore  properly  used  in  words  like  "fun,"  "cough" 
(kawf),  etc.     (b)  But  if  the  sound  of  F,  V,  or  N   is  immediately  fol- 
lowed by  a  final  vowel  sound  (as  in  "  funny,"  "  coffee,"  etc  ),  it  should 
be  expressed  by  a  stem,  in  order  to  provide  place  for  the  sign  of  such 
final-vowel  sound,     (c)  The  hooks  may  be  used  in  the  middle  of  out- 
lines (as  in  "  provoke,"  "  Danish,"  etc.)  when  combination  is  thereby 
facilitated,  and  the  placing  of  vowel  signs  not  interfered  with. 


188 

5.  Carefully  review  paragraph  4  while  contrasting  the  following 
words  (see  plate  50,  line  1)  :  N— Pen,  penny,  bonnet  (bonet)  ;  tone, 
tony,  tonnage ;  Jane,  Jenny ;  Cone,  Kinney ;  rain,  rainy ;  hone, 
honey;  (2)  iron,  irony;  fun,  funny;  van,  avenue;  thin,  Thaney ; 
assign  (asign),  assignee  (asinee)  ;  (3)  ocean  (o-shun)  usher,  shiny ;  loan 
Luna,  Olney,  Ellen,  well;  men,  money;  (4)  nine,  ninny;  German, 

Germany ;  foreign,  farina ;  Winan,  women,  woolen  :  impune.     F-V 

(N-hook  signs  are  associated  to  impress  the  contrast.)  (5)  Pun,  puff, 
puffy;  Dunn,  Duff,  Duffy;  Gone,  cough  (kawf),  coffee;  sworn, 
swerve;  reviewed;  (6)  fine,  fife;  thine,  thief;  throne, thrive ;  slain, 
slave  ;  none,  enough  (enuf). 


PTATE  50. 
WORD  EXERCISE  ON  F,  V  AND  TT  HOOKS. 


'1      \         \  S 


*      -X       \_       >      t        I.       '"         '^       'Z 


6.     Explanation   Concerning  Outlines  Covered   by    Paragraph    5. — (a) 

"Pen,"  "tone,"  "Jane,"  "puff,"  etc.,  are  written  in  accordance  with 
paragraph  4-a.  (/;)  "  Penny,"  "  tony,"  "  Jenny,"  "  puffy,"  etc.,  con- 
form to  paragraph  4-£.  (c)  "  Bonnet "  and  "  tonnage "  illustrate 
paragraph  4-r.  (//)  "  Fine,"  "fife,"  etc.,  illustrate  the  distinction  be- 
tween N  and  F-V  following  curves  (see  paragraphs  2  and  3).  (e) 
"Ocean"  and  "usher,"  "Ellen"  and  "well,"  etc.,  illustrate  the 


189 

necessity  of  having  but  one  direction  for  L  or  Sh  when  it  is  the  only 
stem  in  an  outline  ;  otherwise  there  would  be  no  distinction  between 
the  beginning  and  the  final  hooks.  (_/")  The  R  sound  is  always  ex- 
pressed by  Ru  when  immediately  followed  by  F  or  V.  The  reason 
for  this  is  that  Ru  permits  of  the  use  of  the  hook  for  final  F  or  V  (as 
in  "  swerve,"  line  5),  while  Ur  does  not ;  and  Ru  provides  angular 
joining  for  halved  F  or  V  (as  in  "  reviewed  ")  while  Ur  does  not. 
(£•)  Final  "rn  "  as  in  "burn,"  is  preferably  expressed  by  Ren,  be- 
cause the  hook  occurs  on  the  right  side  of  the  stem  and  therefore 
favors  joining  of  following  derivative  signs ;  whereas  Urn  (down- 
ward) presents  the  hook  on  the  left  side,  which  is  unfavorable  to  the 
joining  of  derivative  signs.  The  following  words  further  illustrate 
the  Ref  and  Ren  combinations  (see  plate  50,  line  7)  :  Serve,  observe, 
deserve,  preserve,  reserve,  subserve ;  burn,  burner ;  turn,  turner, 
turnkey ;  (8)  mourn,  mourner ;  scorn,  scorner ;  marine,  mariner ; 
foreign,  foreigner. 

SCALE. 

1 — In  curl. 

2 — Beginning  circle  or  loop. 

8 — Small  coalescent  hook. 

4 — Vowel  before  stem. 

5 — Stem. 

6 — Initial  hook — L  or  R,  or  large  Wuh-hook. 

7 — Vowel  after  stem. 

8 — Sounds  added  by  Lengthening. 

9 — Final  hooks. 
10— T  or  D  added  by  Halving. 
11 — Final  circles  or  loops. 
12-^-Sen  curl. 

PRIMITIVES  AND  DERIVATIVES. 

7.  In  this  lesson,  as  in  the  others,  the  rules  apply  largely  to 
primitive  words.  If  this  thought  is  given  careful  attention  it  will 
reconcile  many  seeming  inconsistencies  in  shorthand  outlining,  and 


190 

simplify  the  learning  of  Phonography — the  primitive  words  being 
few  compared  with  the  derivatives.  To  impress  this  idea,  the  primi- 
tive outline  is  associated  with  the  illustration  of  a  derivative  wherever 
profitable  and  practicable. 

HALVING   APPLIED   TO   FINAL-HOOK  STROKES. 

8.  (a)  Any  final-hook  stroke  may  be  halved  to  add  a  following 
coalescing  T  or  D — that  is,  where  no  vowel  sound   separates  the  T 
or  D  from  the  preceding  hook-sound,  as  in  "  planned  "  (pland).     The 
T  or  D  so  added  reads  after  the  sound  of  the  final  hook.     This  will 
be  clearly  understood  by  examining  the  following  illustrations  (see 
plate  51,  line  1)  :  Plan,  planned  (pland)  ;  train,  trained ;  loan,  loaned ; 
frown,  frowned  ;  screen,  screened  ;  second,  scoffed  (skoft),  dampened, 
demand ;  (2)  preserve,   preserved ;  strain,   strained ;  crave,   craved  ; 
contrive,  contrived ;  sprain,  sprained  ;   burn,  burned;  brain,  brained; 
(3)    black,    blacken,    blackened ;    wake,    waken,    wakened ;    warn, 
warned ;  sustain,  sustained. 

9.  A  final-hook  stroke  must  not  be  halved  to  add  a  non-coalescing 
T  or  D  (that  is,  where  a  vowel  sound  separates  the  T  or  D  from  the 
preceding  consonant,  as  in  "  granite  "  (gran-i-t).     This  is  merely  a 
new  application  of  the  old  rule,  that  a  stem  must  either  immediately 
precede  or  follow  an  important  vowel  sound  in   order  to  provide  for 
the  insertion  of  the  sign   of  such  vowel.     The  following  contrasted 
words  illustrate  this  thought  (see  plate  51,  line  4) :  Plant,  planet 
(plan-e-t) ;   grant,  granite  (gran-i-t) ;    bent,  bonnet   (bon-e-t) ;    mint, 
minute  (min-i-t) ;   lint,   linnet  (lin-e-t) ;    approved    (aprovd),   provide 
(prov-i-dj. 


191 


PLATE  51. 
WORD  EXERCISE  ON  F-V  AND  N  HOOKS. 

.o-       T.    .  *  «W  ^  '  k* 


1*0.  Caution. — (a)  The  j//^^/<?  of  a  Hooked  stroke  remains  the 
same  whatever  its  length.  That  is  to  say,  if  it  is  heavy  when  full- 
length,  it  is  heavy  when  halved ;  and  if  light  when  full-length,  it  is 
light  when  halved.  (l>)  In  the  case  of  halved  hooked  strokes,  the 
reader  must  be  guided  by  the  context  in  deciding  whether  T  or  D  is 
so  added.  The  change  of  shade  to  distinguish  between  T  and  D 
added  by  halving  is  confined  to  Unhooked  Ul,  Ur,  Um,  and  Un ;  and 
these  four  shaded  signs  never  take  hooks  of  any  kind. 

11.  (a)  The  final  hook  of  a  primitive  is  generally  retained  when 
the  writing  of  derivatives  happens  to  give  F,  V,  or  N  a  medial  loca- 
tion. If  the  sign  of  the  additional  sound  or  sounds  of  a  derivative 
does  not  join  legibly,  it  is  generally  better  to  disjoin  such  derivative 
sign  rather  than  reconstruct  the  primitive  outline  by  changing  from 
hook  to  stem.  See  plate  51,  line  5  :  Plant,  planter  (plant-r),  planted 
(plant-ed),  plantation  (plant-ashun) ;  kind,  kindly ;  joint,  jointly ; 
sudden,  suddenly ;  friend,  friendly ;  (6)  brave,  braver,  bravery, 
bravely  ;  preserve,  preserver  ;  turn,  turner  ;  train,  trainer  ;  roughness. 

(&)  In  writing  such  derivatives  as  "  gladden,"  do  not  append  the 
N-hook  to  Gled — the  outline  of  the  primitive  word  "  glad  " — as  this 
would  cause  the  N  to  read  before  the  D  (as  in  "  gland  ")  ;  the  D 
added  by  halving  reads  after  all  final  hooks.  In  such  cases  the 


192 


derivative  sound  N  should  be  added  by  the  Un  stem.  If  the  N-hook 
were  used  it  would  require  the  D  of  "  glad  "  to  be  expressed  by  its 
stem  (Gle-Den),  which  would  unnecessarily  change  the  primitive 
form.  See  plate  52,  line  1,  and  contrast:  Gladden  (gladn),  gland; 
gotten,  gaunt. 

12.  When  not  influenced  by  the  primitive  word,  however,  the  ex- 
pression of  medial  F,  V,  or  N  is  generally  governed  by  conrcnicnce 
and  legibility  of  joining ;  occasionally  by  vocalization.  To  illustrate  : 

(a)  Convenience  of  joining  requires  an  expression  of  the  con- 
sonants favorable  to  easy  and  rapid  combination  ;  legibility  requires 
generally  an  angular  combination  for  signs  of  unequal  length.  The 
following  words  illustrate  this  thought  (see  plate  52,  line  1)  :  Patent, 
obedient  (as  if  pronounced  "  obeedent  "),  obediently,  pretend ;  flinch, 
French,  crafty,  cravat,  craft ;  (2)  slackened,  likened,  quickened, 
blackened,  tokened,  equivocal,  Denver,  vinegar ;  (3)  defeat,  divide, 
outfit,  defend,  provoked,  defect,  panic,  penury,  Mansfield,  furnish, 
finish;  (4)  imminent,  eminent,  prominent,  permanent,  synonym 
(sinunim),  blanch,  branch,  ranger;  (5)  tonnage,  month,  Monday, 
dampen,  dampener,  ninth,  non-receipt,  manifest,  minimum. 


PLATE  52. 
WORD    EXERCISE  ON    F-V   AND  N   HOOKS. 


....c  _..-.._ 


193 

(//)  Vocalization  requires  stems  enough  to  provide  for  the  inser- 
tion of  the  signs  of  the  important  vowel  sounds.  Because,  if  two  or 
more  associated  consonants  (as  "  nt  "  in  "plant,"  "vd"  in  "proved," 
etc.)  are  all  expressed  by  stem-modifications,  the  inference  is  that  no 
vowel  sound  intervenes — at  least  none  the  recognition  of  which  is 
deemed  essential  to  the  correct  translation  of  the  outline.  The  fol- 
lowing words  illustrate  this  thought  (see  plate  52,  line  6)  :  Flint,  flinty, 
fluent ;  mints,  minutes ;  phonics  (fon-iks),  phoneticks  (fo-net-iks) ; 
scientific  (si-ent-ifik). 

13.     Explanations  Concerning  Certain  Outlines  in  Plates  50,  51,  and  52. 

— (a)  Stroke  used  for  "  r  "  in  "  burn  "  and  "  turn  "  (line  7  of  plate 
50)  in  order  to  distinguish  from  conflicting  words  "  brain "  and 
"  train."  (/»)  Note  the  word  "  second  "  in  line  1  of  plate  51.  The 
vowel  between  the  "  s  "  and  "  k  "  is  disconcerting  to  most  learners. 
Give  this  and  similar  words  special  practise  until  they  cause  no 
trouble.  0  "  Dampened  "  and  "  demand  "  (line  1,  plate  51)  illus- 
trate the  caution  in  paragraph  10.  (<•/)  See  "  planet,"  "  bonnet," 
and  "  minute,"  line  4,  plate  51.  It  is  desirable  to  add  final  T  or 
D  by  Halving ;  but  Halving  could  not  be  used  in  these  outlines, 
as  it  would  bring  together  two  strokes  of  unequal  length  with- 
out an  angle  (see  paragraphs  9  and  12).  (e)  Have  no  timidity 
in  writing  a  formative  Ur  after  an  F-V  hook  in  outlining  such 
words  as  "  braver "  (see  plate  51,  line  6).  This  caters  to  the 
mental  impulse  to  build  on  primitives ;  and  if,  as  there  is  some 
likelihood,  the  hook  inadvertently  appears  as  a  beginning  one  on  the 
second  stroke  instead  of  a  final  one  on  the  first,  the  result  is  not 
seriously  affected.  It  is  merely  a  change  in  syllabication  from 
"brav-er"  to  "bra-vr."  Investigate  this  point.  (/)  The  rule  to 
express  coalescing  "  nd  "  by  the  N-hook  and  Halving  (as  in  case  of 
"  blackened  "  in  line  2,  plate  52),  could  not  be  applied  to  the  first 
three  words  in  the  same  line,  on  account  of  the  absence  of  angle  be- 
tween the  two  stems  preceding  the  "  nd."  (,§-)  The  last  three  out- 
lines in  line  2  of  plate  52,  illustrate  the  rule  that  all  groups  yield  to 


194 

the  Double-Consonant  combinations.  (//)  In  writing  "  panic  "  and 
"  penury  "  (line  3  of  plate  52),  the  Pu  and  Ru  should  be  made  nearly 
horizontal  in  order  to  make  a  clean  joining  with  the  hook,  the  latter 
being  made  as  small  as  possible.  Attention  to  these  little  details 
make  the  skilled,  polished  reporter.  (/)  Either  Shu  or  Ush  repre- 
sents the  "ish  "  syllable  after  final  hooks,  the  direction  being  adopted 
which  suits  the  hook  joining.  See  last  two  outlines  in  line  3,  plate 
52.  (/)  In  the  first  five  outlines  in  line  4  of  plate  52,  the  hook  pro- 
vides an  angular  joining  for  the  preceding  and  the  following  stems. 
Try  the  division  "  emi-nent,"  etc.,  and  contrast  the  outlines.  (>£)  See 
"  blanche  "  and  "  branch,"  line  4  of  plate  52.  The  object  in  using 
the  N-hook  in  one  word  and  the  Un-stem  in  the  other  is  to  oppose  the 
initial-hook  motions,  and  thus  preserve  the  straightness  of  the  inter- 
mediate Bu-stem.  This  idea  has  a  marked  influence  on  the  next  lesson. 
14.  Nomenclature. — Pu  with  the  N-hook  is  called  "  Pen  " ;  with 
the  F-V  hook  it  is  called  Pef-v  (meaning  that  the  stroke  is  called 
either  Pef  or  Pev) ;  halved  Pef-v  and  Pen  are  called  Peft-vd,  Pent-d, 
etc.  Extending  this  nomenclature  to  the  other  phonographic  stems, 
the  following  names  result :  Ben,  Bef-v,  Ten,  Tef-v,  Den,  Def-v, 
Chen,  Chef-v,  Jen,  Jef-v,  Ken,  Kef-v,  Gen,  Gef-v,  Ren,  Ref-v,  Hen, 
Hef-v,  Fen,  Ven,  Then,  Dthen,  Esen  (Iss-circle  on  the  Un-stem  pro- 
duces "  Sen  ").  Carefully  distinguish  between  these  last  two  names. 
"  Esen "  indicates  a  beginning-vowel  word,  like  "  assign,"  while 
"  Sen  "  indicates  a  beginning-consonant  word,  like  "  sign."  Ishen 
(down),  Shun  (up),  Urn  (down),  contrast  with  Ren  (up),  Ulen  (down), 
Len  (up),  Men,  Nen,  Umpen,  Yayn,  Wayn  (contrast  with  the  coalescent- 
hook  sign,  Wen).  With  beginning  circles  and  hooks  combined,  the 
strokes  are  called :  Splen,  Splent,  Spren,  Sprent,  Spen,  Spent,  Stref-v, 
Strevd,  Wernt-d,  Kwen,  Kwef-v,  Kwent-d,  Kweft,  Twen,  Twef-v, 
Stren,  Strent-d,  Skren,  Skrent-d,  Lends,  etc.  The  pupil  should  be- 
come skilled  in  the  use  of  the  nomenclature ;  it  is  the  connecting 
link  between  the  spoken  word  and  the  shorthand  sign.  Write  the 
phonographic  signs  of  the  names  presented  in  this  paragraph  for 
your  instructor's  inspection. 


195 

15.  Carefully   practise  the  outlines  in  plates  50,  51,  and   52,  as 
directed  on  page  14,  paragraphs  8  and  9. 

TEST   WORDS. 

16.  For  the  inspection  of  the  teacher,  write  the  following  words 
as    directed   on  page   21,    paragraph    42:     Bluff,    bluffed;    explain 
('splain — K  omitted),   explained   ('splained),   explanation ;   contrive, 
contrived,  contrivance  ;  chaff,  chaffed  (chaft)  ;  chafe,  chafed  (chaf et) ; 
drive,   drift,   draft-draught ;   gave,  gift ;  gain,   gained ;  rave,   raved ; 
rain,   rained ;  earn,  earned ;  sworn,   swerved ;  fine,  fined ;  discount, 
discounted ;  glean,  gleaned,  gleaner ;  reckon,  reckoned ;  cliff,  cleft ; 
clean,  cleaned ;  client,  positive,  festive ;  abstain,  abstained ;  Boston, 
Spain,   Spanish,   spanned ;   loan,   loaned,   Leonard  (Lenurd) ;   dine, 
dined;    dive,  dived;    queen;    recline,   reclined;    decline,    declined; 
engrave,    engraved,    engraver ;    Nathan,   extent    (ekstent) ;    instant, 
instantly ;    distaff,   sensitive ;    sign,    assign,    assignee ;    tone,   tough, 
taffy;  swoon;    refrain,  refrained;  shun,  shunned;    swollen,  Ellen's, 
swell,  interchange  ;  nun-none,  nunnery ;  punished ;  vanish,  vanished ; 
renown ;  impune,  impuned ;  dampen,  demand ;  front,  friend,  friendly ; 
shrined,  authentic  (authent-ik),  constrained,  distant,  consistent,  wool- 
len ;  twine,  twined  ;  chieftain,  disprove,  Japan,  cogency,  toughness. 
David ;  divide,  divided ;  defeat,  provoked ;   prevent,  prevented  ;  re- 
fund, refunded  ;  recovery,  discovery ;  Monroe ;  mean,  meaner ;  clean, 
cleaner,  cleanly ;  monograph  (monograf)  ;  seven,  Heaven ;  resonant, 
elephant    (elef ant) ;    component,    lament;    champagne    (shampane), 
identify  (ident-ify),  definite,  bunt,  bonnet,  proofs,  profess. 

SECOND  STAGE— FINAL    HOOKS    COMBINED   WITH    CIRCLES 

AND   LOOPS.' 
PARAGRAPHS  17  TO  25. 

17.  (a)  The   N-hook   on  isolated  straight   strokes    need  not  be 
shown  in  connection  with  circles  and  loops  (as  in  "  dance,"  "  dances," 
"  danced  ").     The   simple  circles  and  loops  on  straight   stems  are 
turned  by  the  Left  motion  (as  in  "  days,"  etc.),  and  the  logical  infer- 


196 

ence  is  that,  when  turned  on  straight  strokes  by  the   Right  motion, 
they  include  the  Right-motion  hook — N. 

(£)  In  all  other  cases  (aside  from  the  N-hook  side  of  straight 
stems)  the  hooks  must  be  shown,  in  order  to  avoid  conflict  with  the 
simple  circle.  See  plate  53  and  contrast  (line  1)  :  Paves,  pace,  pains ; 
graves,  grace,  grains ;  raves,  race,  rains ;  strives,  strays,  strains ; 
(2)  dances,  doses,  danced  (danst) ;  chances,  chooses,  chanced 
(chanst) ;  rinses,  rinsed  (rinst),  wrist  (rist) ;  fines,  fees ;  frowns, 
affrays  ;  (3)  nuns,  mines,  zones,  loans,  thrones,  woollens,  women's, 
shrines. 

18.  Nomenclature. — (a)  The  strokes  combining  hooks  and  circles, 
etc.,   are  called :    Pens,    Penses,   Penst,   Penstr,    Pefs-Pevs ;    Tens, 
Tenses,  Stenses,  Strens,  Strefs-Strevs ;  Dens,  Denses,  Denst ;  Defs- 
Devs;    Chens,    Chenses,    Chenst,    Chefs-Chevs;    Sprens,    Splens, 
Skrens,   Rens,   Refs-Revs,   Hens,    Hefs-Hevs,    Fens,  Yens,  Thens, 
Esens,  Shens,  Lens,  Mens,  Nens,  Uens,  Yayns,  Wayns,  Frens,  Flens  ; 
Klens,  Klenses,  Klenst;  Bents-Bends,  Fents-Fends,  Grents-Grends, 
Ments-Mends,    Kents-Kends,     Blents-Blends,      Frents-Frends,    etc. 
Write  the  shorthand  signs  for  these  names  for  the  teacher's  inspection. 

(£)  The  circles  and  loops  used  to  imply  N  on  straight  stems  may 
be  separately  referred  to  as  Ens-circle,  Enses-circle,  Enst-loop,  Enstr- 
loop.  This  will  serve  to  distinguish  them  from  the  Un-stem  combi- 
nations, which  are  called  Uns,  Unses,  Unst,  Unstr. 

19.  (a)  Only  the  small  circle  can   be   legibly  written  within  the 
hooks.     (/>)  Therefore,  when  N-ses,  N-st,  or  N-str  sound  groups  im- 
mediately follow  a  curved  stem  (as  in  "  fe-NCES,"  "  fe-NCED  "— 
fenst,  "  fi-NSTER  "),  the  N-sound  must  be  expressed  by  its  stem  in 
order  to  provide  place  for  the  large  circle  and  the  loops.     If  attempt 
were  made  to  use  the  N-hook  in  these  combinations,  conflict  with  the 
simple  circles   and  loops  would   result.     See   plate  53  and  contrast 
(line  4) :  Means,   misses,   minces ;  mist,   minced  (minst) ;   convenes 
confesses,  convinces  ;  (5)  confessed  (confest),  convinced  (convinst) ; 
nouns,  announces,  announced  ;  silences,  silenced. 


197 


PLATE  53. 
FINAL  HOOKS  COMBINED  WITH  CIRCLES  AND  LOOPS. 


j     /   /    y 

a-  ......  of  .....  (x  .....  #"" 


20.  (<z)  Primitive  verbs  (as  "  convince  ")  which  terminate  in  "  ns  " 
generally  have  derivatives  ending  in  "  nses  "  and  "  nst."  Though  in 
such  primitive  words  the  N-hook  and  circle  may  be  used,  still  it  is 
better  to  adopt  the  Un-stem  in  order  to  pave  the  way  for  the  easy 
construction  of  the  derivatives.  This  will  avoid  hesitation  in  the 
heat  of  dictation,  "which  will  inevitably  ensue  from  the  reconstruction 
of  the  Ns-hook  in  the  primitive  to  the  required  Nses-stem  in  the 
derivatives.  See  plate  53,  line  6,  for  illustrations  :  Fence,  fences, 
fenced  (fenst)  ;  renounce,  renounces,  renounced  (renounst).  (/>) 


198 

This  rule  does  not  apply  to  primitives  ending  in  N  (as  in  "  mine," 
"  fine,"  etc.),  as  such  words  never  have  derivatives  ending  in  Nses  or 
Nst.  Such  words  are  properly  written  with  the  circle  inside  of  the 
N-hook.  0  Neither  does  it  apply  to  cases  where  Nses  or  Nst  fol- 
lows a  straight-stem  (as  in  •"  chances  "  and  "  chanced  ")  ;  for,  as 
explained  in  paragraph  5,  where  the  N-hook  is  to  be  covered  up,  it 
is  just  as  legible  to  cover  it  with  a  large  circle  or  the  loops  as  with 
the  small  circle.  See  plate  53,  line  7  :  Mine,  mines ;  fine,  fines  ;  line, 
lines ;  earn,  earns  ;  prance,  prances,  pranced  (pranst). 

21.  Medial  "  Ns." — The  following  words  illustrate  the  circle  and 
hook  combinations  in  the  middle  of  outlines  (see  plate  53,  line  8) : 
Gainsaid,   ransacked,   cancer,   lancer,  ransom,  lonesome,  propensity; 
(line  9)  contrast :  Passive,  pensive  ;  designs,  denseness ;  expressive, 
expensive,    (a)  In  "  passive,"  "  designs,"  and  "  expressive  "  the  circle 
between  the  straight  and  the  curved  stems  is  turned  with  the  curve, 
and  therefore  represents  simple  sounds  of  S,  etc.     But  in  "  pensive," 
etc.,  the  circle  is  turned  on  the  back  of  the  curve  and  must  therefore 
be  considered  as  including  a  hook  on  the  preceding  straight  stroke. 
(<£)  When,  between  crossing  strokes,  N   cannot  be  thus  implied  by 
violation  of  circle  rule,  either  the  Un-stem  should  be  used  or  the 
stem  following  the  Ens-circle  be  disjoined.     See  plate  53,  line  10 . 
Council,    Chancel,  tinsel,  pencil,    stencil,    Hansel.      (/)   When   the 
primitive  word  ends  in  an  Ens-circle,  it  is  better  to  disjoin  a  following 
formative  sign  of  a  derivative  rather  than  reconstruct  the  primitive 
outline.     See  line  11:    Dense,  densely;    dance,  dancer;    dispense, 
dispensary ;  condense,  condenser. 

22.  (a)  When  "  nsn  "  follows  a  straight-stem  it  is  best  expressed  by 
the  Ens-circle  followed  by  the   N-curl.     See  plate  53,  line  12  :  Wis- 
consin, Johnson,  Robinson.     (&)  But  when  "  Nsn  "  follows  a  curved 
stem,  it  is  best  expressed  by  the  N-hook  followed  .by  the  Esn-stem. 
See  line  12  :  Monsoon,  Franzen,  Munson,  Aaronson. 

23.  "Ens"  and  "Ness"  Syllables  Distinguished.  —  ^)    The  final 
"  Ness  "  syllable   should  always  be  written  with  the  Nes-stem  (Un 


199 

and  final  circle).  When  practicable,  "  ens  "  should  be  written  with 
the  Ens-circle.  See  plate  53,  line  13,  and  contrast:  Thickens,  thick- 
ness ;  quickens,  quickness ;  weakens,  weakness ;  blackens,  black- 
ness ;  (line  14)  means,  meanness  ;  greens,  greenness,  (fr)  Where  the 
joining  requires  that  the  Un-stem  be  used  for  Ens-syllables,  then 
distinction  must  be  secured  by  inserting  the  vowels  if  necessary. 
See  line  14,  and  contrast :  Toughens,  toughness  ;  roughens,  rough- 
ness ;  deafens,  deafness. 

24.  Practise  plate  53  as  directed  on  page  14,  paragraphs  8  and  9. 

WRITING  EXERCISE. 

25.  For  the  teacher's   inspection,  write  the  following  words   as 
directed  on  page  21,  paragraph  42:  Trance,  trances,  joins,  paves, 
stains,  stuffs,  cliffs,  cleans,  spins,  guns,  gloves,  chains,  dives,  dines, 
advise,  raves,  rains,  hives,  hiss,  hones,  expenses,  dispenses,  insistence, 
instances,  recompensed,    recompenses,    prance,    France,    plainness, 
Kansas,     cuffs,     preference,    preferences,     complaints,     ransomed, 
counsel,    provinces,    contrivances,    response,   responses,    eminences, 
silences,    renounces,   renounced,    convince,    convinced,    convincive, 
warns,  women's,   shines,   photographs,  compliments,  brains,    burns, 
Spencer,    ransacked,    dancer,    density,    condense,    condenses,     con- 
densed,   mince,   mincingly,    minces,   minced,   shun,   shuns,    confine, 
confines. 

THIRD  STAGE— CONSONANT  OMISSIONS,  ETC. 
PARAGRAPHS  26  TO  35. 

26.  Omit  Aspirate. — See  plate  54,  line  1 :  Comprehensive,  compre- 
hend, apprehend,  reprehend,  manhood,  buttonhole,  hogshead.     The 
opposing   curve   motions    resulting   from    combining   Pur   and    En, 
together  with  the  shading  of  End,  render  the  outlines  for  "  compre- 
hend," etc.,  perfectly  distinctive. 

27.  Omit  Final  "  ShJ "  Syllable  after  an  N-hook  Primitive.— See  plate 
54,  line  2  :  Presidential,  providential,  prudential,  substantial,  creden- 
tial, deferential,  confidential.     The  same  rule  applies  to  the  adverb 
forms  "  substantially,"  "confidentially,"  etc. 


200 


28.  Omit   "Wu"   Coalescent.  —  See   line    3:    Frequent    (frekent), 
subsequent,  consequent,  delinquent. 

29.  Omit  K.— See  line  3  :  Experiment,  extravagance. 

30.  Omit  N,  to  Favor  Combination. — (a)  See  line  3 :  Instrumental 
(instrume'tal),      instrumentally ;      experimental,     experimentally ;    (4) 
ornamental,    supplemental,    complimentary,    identical,    husbandmen, 
legendary,  rejoinder.     (£)  Also  omit  N  from   all  "  trans  "  prefix  syl- 
lables, as  instructed  in  the  Double-Consonant  lesson.     It  is  because 
the  Ens-circle  cannot  ordinarily  be  used  between  crossing  stems,  and 
because   the   Un-stem    presents    a    difficult    combination,    that   the 
N-sound  is  omitted  from  the  expression  of  "  trans  "  in  writing  such 
words  as  "  transact,"  "  translate,"  etc. 

.PLATE  54. 
CONSONANT  OMISSIONS.  PREFIXES,  SUFFIXES,  ETC. 


\      A        \       D      -1. 

-^- 


31.  Omit    R.  —  See    line  4 :    Demonstrative    (demon stative),    ad- 
ministrative. 

PREFIXES  AND  SUFFIXES. 

32.  Prefixes — (a)  "Concom."     Write  Ken  for  initial  "con,"  and 


imply   the   following   "  com  "    syllable. 
illustration  of  "concomitant." 


See   plate    54,  line    5,  for 


201 

(l>)  Ken  (not  the  "  con  "-dot)  also  should  be  used  in  writing 
"  connect,"  in  order  to  distinguish  from  words  like  "  cut,"  etc.;  see 
line  5  :  Connect,  cut. 

(<T)  "  Non-com  "  or  "  non-con,"  as  in  "  non-compliance,"  "  non- 
condensing,"  etc.  Imply  the  medial  "  com  "  or  "  con  "  by  writing 
the  Nen  stroke  over  the  remainder  of  the  outline  ;  see  line  5  :  Non- 
compliance,  non-conducting,  non  compos  mentis,  non-combatant. 

(V)  *"Circum,"as  in  "circumscribe."  Write  Iss-Ray  for  " cir," 
and  imply  the  following  "  cum  "  in  analogy  with  the  "  con "  and 
"  com  "  syllables.  See  line  5  :  circumvent. 

(<?)  "  Contra,'  "  contro,"  or  "  counter  "  may  be  expressed  by  a 
tick,  written  disjoined  and  at  a  right  angle  with  the  associated  stroke. 
The  tick  is  joined  by  Ketoid  to  a  preceding  En  stem  to  express  "  un- 
contra,"  etc.  See  line  6 :  Contradict,  contravene,  controversy, 
countermand,  uncontradicted,  incontrovertible. 

33.  Suffixes. — (a)  "  Ble  "  and  "  ful  "  syllables  may  be  expressed  by 
the  Bu  and  Uf  stems  if  it  is  found  inconvenient  to  show  the  L-hook.  See 
plate  54,  line  7  :  Painful,  insurmountable.  If  it  is  preferred  to  write 
the  L,  then  the  Stem  must  be  used — for  instance,  Ul  in  "  painful," 
and  Lu  in  "  painfully."  The  average  writer  will  find  this  unnecessary. 

(7>)  "  Tive."  When  the  T  of  this  syllable  is  embodied  in  the 
primitive  word  (as  in  "  instruct-ive  "),  add  the  remaining  V  by  its 
stem.  After  straight-stem  contractions  (as  "represent,"  Ru-Pu) 
"  tive "  may  be  represented  by  the  V-hook.  In  other  cases  it  is 
generally  best  to  use  the  full  expression — the  Tev-stroke.  See  plate 
54,  line  7 :  Instructive,  active,  representative,  creative,  sedative, 
corrective,  collective. 

(c~)  The  "  est  "  syllable,  when  occurring  after  final-hook  primitives, 
is  expressed  by  Est  (halved  Us) — written  either  upward  or  downward 
as  required  by  the  joining.  See  plate  54,  line  8  :  Greenest,  gravest, 
finest  (contrast  "  finished  "). 

(</)     "  Ment."     When  the  Right-motion  Urn   joins  badly,  omit  it 


202 

and  represent  the  syllable  by  the  sign  of  its  remaining  sounds 
("  ent  "),  which  turns  by  the  Left  motion.  See  plate  54,  line  8  : 
Achievement,  resentment,  commencement,  imprisonment. 

34.  Practise   plate    54    as    directed  on  page   14,    paragraphs    8 
and  9.     These  are  important  representative  words,  and  should  be 
memorized  so  that  they  can  be  written  without  hesitation. 

WRITING  EXERCISE. 

35.  For  the  teacher's  inspection,  write  the  following  words  as 
directed  on  page  21,  paragraph  42.     This  test  covers  paragraphs  26 
to  35  :     Comprehend,  apprehensive,  apprehended,   misapprehended, 
reprehensive ;  unsubstantial,  infrequent,  frequently  (Lu  can  be  joined  if 
the  N-hook  is  made  to  resemble  a  Tetoid  tik) ;  consequence,  delin- 
quency, consequently ;    experimented,   experimentation    (Spur-Ment- 
Ushn);  extravagances,  extravagantly  ;  husbandry,  translate,  transpose, 
transacted  ;  connected,  disconnected  ;  non-conducting,  non-combatant, 
non-concurrence ;    circumnavigate,   circumvent,    circumflex ;    contra- 
dicted, controversy  ;  countersign,  counter-claim,  counterplot,  contra- 
vene,   countermarch,    counterfeit,    uncounterfeited ;    thoughtful ;    re- 
newable,  attainable  (Ten-Bu),  tenable  (Tu-Un-Bul) ;  fearful,  thank- 
ful, spoonful;  questionable   (Quays-Chen-Bu) ;    manfully;    receptive., 
respective,   deceptive,   positive,   restive,  recitative    (Rus-Tu-Tev),  se- 
dative, executive    (Egz-Ekt-Uv),  legislative,  demonstrative,  adminis- 
trative, subjective,  collective ;  toughest,   meanest,  greenest,  vainest ; 
vanished  ;  commencement,  pavement,  refinement,  imprisonment. 

FOURTH  STAGE— WORD  SIGNS,  COMPOUND  WORDS, 

PHRASES,  ETC. 
PARAGRAPHS  36  TO  40. 

36.  In  the  list  of  word  signs  (plate  55)   are  included  a  few  full 
forms,   introduced  for  purpose  of   contrast.     They   are  inclosed  in 
parentheses. 

37.  Derivatives  from   Word   Signs.  —  Write  the  following  for  the 
teacher's  inspection  :  Approval  (apro-vl),  approver,  approvingly  (ingly- 


203 


PLATE  55. 


FINAL-HOOK  ^ 
Before        .  AJ  

kVORD  SIGNS,   CON! 
Can                ., 

RACTIONS,   ETC. 
Opinion           _ 

(Above)        \ 

Gone              3 

Upon               \ 

Prof.             X 

Again        ..._, 

Careful-ly     6=2 

Prove           \, 

Gallon    ....^_5...... 

Often      __..Vo...... 
(Even)         ^ 

7 

Cheerful-ly      £ 

(Approve)     ^     ._ 
Balance        \ 

Hopeful-ly  /..  \.  
Representative  /\>  . 

Believe  j       c 
Belief    f       V| 

Within     .V.  

Demonstrative  .I^1.. 

Behind           ^ 

Then              C 

Administrative     I 

Remembrance       a 

Than        /__. 
Southern    .../?  
Arrive             ? 

!> 

Intelligent          y    « 

Defendant        I    . 
Differ-ent-encef   I 

(Indulgent)    T_ 
Intelligence     _J2_. 

(Indulgence)   ...T_ 
<y\o 
Indispensable-y    _\_ 

Plaintiff     __$  
Difficult-y     _^_ 
Whatever          v_ 

(Leave)        '   ^ 

\ 

Experience          d 

Whichever        / 

\ 
Inexperience    „„. 

Appearance    _..J\_ 
Agent        ...^  
Begin               5 

Amount       _./»._. 
Account          ^ 

WThoever       i_____ 
Gentleman 
Gentlemen       J 

Movement 

p 
Circumstance    ...A.... 

Explain            ^ 

Begun 
Began 

Alone       /^.... 

Been              j    . 

3 

204 

tick),  approved,  reproved ;  balances,  balanced  (balanst),  unbalanced ; 
inexperienced,  experience ;  beginner ;  believer,  disbelieve ;  explan- 
atory, explainable ;  arrival  (join  Lu),  non-arrival ;  generalize  (write 
Lus  disjoined),  generalized  ;  Southerner  (Suth'ner)  ;  oftener  (ofner) 
oftenest  (ofnst) ;  opinionated,  gentlemanlike  (disjoin  Lu-Ku) ;  cir- 
cumstanced, circumstantial. 

38.  F=V  Hook  on  Curves. — For  the  purpose  of  phrasing  "  have  " 
and   "  of,"  and  expressing  suffix  syllables  "  ful  "  and  "  fully,"  F-V 
may  be  written  on  curves  by  a  hook  made  long  and  narrow  to  distin- 
guish  it   from  the  N-hook.     It    should  be   restricted  to  the   cases 
specified,  and  not  used  indiscriminately  to  express  the   sound  of  F  or 
V  in  words  like  "  love,"  "  fife,"  etc.     This  hook  will  be  illustrated  in 
connection  with  subsequent  paragraphs. 

39.  Compound  Words.— The  following  words  are  formed  by  using 
word-signs  as  syllable  signs.     (See  Chap.  6,  par.  19.)     When  "of" 
and  "  on  "  occur  as  syllables  of  words,  they  are   expressed  by  their 
consonant  sounds — the  V  and  N  hooks  being  used  for  the  purpose. 
In  this  way  conflict  is  avoided  with  "  to,"  which  is   compounded  by 
joining  the  vowel  sign  Petoid.     (In   compounding  "  of  "  with  curved 
stems,  be  sure  to  make  the  V-hook  long  and  narrow  in  order  to  avoid 
conflict  with  the  N-hook,  which   should  be  made  very  small.)     Some 
of  these  compounds  have  been  presented  in  other  lessons,  but  they 
are  here  reproduced  and   associated  with  the  compounds  of  this  les- 
son in  order  that  the  pupil  may  have  the  mnemonic  assistance  which 
this  comparison   affords.     See  plate   56,  line  1 :  Wherein,  whereon, 
whereof,  whereto,  whereat,   whereunto,  wherefore,  wherever,  where- 
upon ;  (2)  therein,  thereon,  thereof,  thereto,  thereat,  thereunto,  there- 
fore,   thereafter,    thereupon ;    (3)    Herein,    hereon,    hereof,    hereto, 
hereat,    hereunto,    heretofore,    hereafter,    hereinafter,    hereinbefore, 
hereupon  ;  (4)  beforehand,  behindhand,  understand,  withstand. 


205 

PJ>ATE  50. 
COMPOUND  WO.RDS  AND  PHRASES. 


-J k- 


40.  Phrases. — («)  The  F-V  hook  is  used  on  either  stems  or  dash 
signs  to  phrase  "  of,"  "  if,"  or  "  have."  See  plate  56,  line  4  :  Ought 
(to)  have,  ought  (to)  have  been,  who  have,  who  have  been,  or  if-have 
not,  but  if-have  not;  (line  5)  each  of,  each  of  them,  which  of-have, 
which  of  them,  which  have  been,  much  of,  much  of  them,  they  have, 
they  have  not,  they  have  not  seen,  they  have  not  been.  In  the  pre- 
ceding phrases,  the  words  in  parentheses  are  not  considered  neces- 
sary to  legibility ;  their  shorthand  signs  are  therefore  omitted. 

(£)  "  Than  "  and  "  own  "  are  slurred  into  an  N  sound  in  such 
phrases  as  "  more  than  "  (more'n),  "  our  own  "  (our'n),  etc.,  and  in 
such  cases  are  appropriately  represented  by  the  N-hook.  See  line  6  : 
More  than  (more'n),  sooner  than  (sooner'n),  rather  than  (rather'n), 


206 

further  than  (further'n),  later  than  (later'n),  greater  than  (greater'n), 
longer  than  (longer'n ;  (line  7)  our  own  (our'n),  your  own*  (your'n), 
your  own  affair,  your  own  business. 

(t)  A  heavy  slanting  tick  may  be  attached  to  a  final  hook  to  indi- 
cate the  phrasing  of  "  there-their."  See  plate  56,  line  7 :  Than  there- 
their,  upon  their,  been  there-their,  mind  their,  prove  their,  strive 
their. 

(</)  "  Not." — Where  a  preceding  word  is  represented  by  a  full- 
length  stem  without  final  hook  (as  "  do,"  etc.),  "  not  "  maybe  phrased 
by  the  N-hook  and  halving ;  also  in  a  few  cases  by  the  simple  N-hook. 
In  other  cases  "  not "  is  phrased  by  means  of  its  regular  word  sign 
(Net).  See  plate  56,  line  8,  and  contrast :  Did,  did  not ;  do,  do  not ; 
had,  had  not ;  will,  will  not ;  we  will,  we  will  not ;  have,  have  not ; 
are,  are  not ;  (line  9)  could,  could  not ;  can,  cannot. 

(<?)  Miscellaneous  Phrases. — (Plate  56,  line  9) :  I  will  not,  I  will 
not  be,  I  will  not  say,  he  will  not,  he  will  not  be,  you  will  not,  you 
will  not  be ;  (line  10)  we  will  not  be,  we  will  not  say,  can  be,  cannot 
be,  could  not  be,  cannot  have,  could  not  have,  did  not  know,  do  not 
know;  (11)  did  not  say,  do  not  say,  has  been,  there  has  been,  there 
would  (have)  been  (there'd  been),  there  ought  (to  have)  been 
(thereawt  been),  we  have  been,  I  have  been,  I  have  always  been,  we 
have  always  been  ;  (12)  in  consequence  (in  'skens),  by  all  means, 
they  will  not,  they  will  not  be,  we  are  not,  you  are  not,  you  may  not, 
I  am-may  not,  at  once,  at  all  events  (atlev-ents). 

41.  The  compounds  and  phrases  presented  in  plate  56  are  very 
important  parts  of  speech,  and  should  be  practised  until  they  can  be 
written  as  readily  as  any  ordinary  word.  Practise  with  them  as 
directed  on  page  21,  paragraph  42. 

*  These  are  natural  combinations  in  speech  ;  and  as  Phonography  reflects  speech,  the  reported 
will  not  go  astray  if  he  imitates  these  spoken  combinations  by  phonographic  signs.  But  do  not 
resort  to  unnatural  methods.  That  is,  for  instance,  do  not  apply  the  idea  to  such  combinations  as 
"they  own";  confusion  and  discouragement  would  surely  result  from  such  practise.  As  a  rule, 
phrase  only  words  that  naturally  blend  together.  Of  course,  in  each  field  the  writer  will  encounter 
peculiar  word-combinations,  the  frequency  of  the  occurrence  of  which  will  entitle  them  to  special  signs, 
and  the  expression  of  which  must  be  left  to  individual  judgment ;  but  these  are  phrases  of  con- 
venience, and  do  not  invalidate  the  rule  laid  down.  Use  the  En-stem  in  writing  "  my  own,"  in  order 
to  distinguish  from  "  mine." 


207 


SENTENCE  AND  LETTER  PRACTISE  ON  FINAL  HOOKS. 
42.     Plates  57  and  58  furnish  sentence  and  letter  practise  on  the 
Final  Hook  lesson.     Practise  them  as  directed  on  page  53,  paragraph 
103. 


PLATE  57. 
SENTENCE  PRACTICE  ON  F,  F  AND  N  HOOKS. 


JLl. 


L 


t 


.... 

* 


.10=. 


Q-  -£ 

-.*. J$L_       -)-l ». 


.14, 


.la 


•Q^>~ 


ILL 


208 


SENTENCE   PRACTISE  ON   F-V  AND  N-HOOKS. 
(SEE  PLATE  57.) 

1.  Dave  Duffy  and  Dan  Brown  bravely  rescued  a  drowning  man. 
2.  The  water  running  off  the  roof  of  the  cafe*  caused  the  sidewalk  to 
cave  in.  3.  Henry  Mansfield  and  John  Spencer  have  considerable 
assurance  to  start  in  the  insurance  business,  knowing  it  to  be  over- 
crowded. 4.  The  women  purchased  both  muslin  and  woolen  gowns. 

5.  Ethan  Allen  will  assign  his  stock;  Walter  Shayne  is  the  assignee. 

6.  The  noise  of  the  planing  mill  is  deafening  and  provoking.     7. 
The  rain  wet  the  iron  and  caused  it  to  rust.     8.  Stephen,  being  left 
at  home,  got  lonesome  and  ransacked  the  house  to  pass  away  the 
time.     5.    The   milliner   has   a   fine   stock   of   millinery.      10.    Mr. 
Jonathan  Jones,  Clinton,  Maine.     Dear  Sir :  Please  forward  me  im- 
mediately  ten    yards   of    strong    hempen    rope,    and   oblige   yours 
truly.     11.  Mr.  Capon  expects  to  have  his  brown-stone  house  ready 
for  occupancy  soon.     Its  long  vacancy  was  due  to  his  absence  in 
France,  where  he  was  buying  fancy  fans.     12.  The  owner  of  the 
Tyrone  mines  was  denounced  for  his  tyranny,  and  the  miners  refused 
to  permit  his  trains  of  coal  to  depart.     13.  I   like  the   Pullman   car 
because  it  is  a  fine  conveyance  and  has  every  convenience.     14.  The 
miners  called  a  meeting  to  state  their  grievances,  and  the  building 
was  densely  packed.     15.  He  was  denounced  in  an  anonymous  note 
handed  in  by  a  mysterious  messenger,  who  departed,  when  he  had 
transacted  his  business,  as  suddenly  as  he  came.     16.  He  had  sworn 
to  protect  the  interests  of  his  clients  and  he  could  not  be  swerved 
from  his  duty.     17.  As  soon  as  the  house  is  finished  I  will  furnish  it 
with  fine  furniture  (Furn-Tee-Ar).     18.  The  stars  are  the  creation  of 
the  great  Creator,  who  created  all  creative  things. 


209 


PLATE  58. 
LEITKR  PRACTICE  ON  F,  V  &  N  HOOKS. 

(1.) 


L 

* 

V 
.4-4----V./L-V---- 

I      '[  J  i 

""^ I' tc> / v^" 

/    <\         v   >    s~^>     <~\  ^vT^  T   V     \  2^- 

j/ \ .TV. U ..Wrrr- VTD _;. J .So^ &C— it 

<r - '  T  ±Z 


210 

•  (1— See  plate  58.) 
MESSRS.  SPENCER  &  SPICER, 

Covington,  Ky. 
Dear  Sirs : 

I  am  in  receipt  of  your  letter  of  the  8th  inst.  enclosing  order  for 
general  store  supplies,  and  the  goods  are  all  ready  for  shipment ;  but 
owing  to  the  impediment  to  traffic  imposed  by  the  labor  troubles,  we 
can  not  guarantee  their  speedy  delivery.  We  will  not  lay  out  the 
perishable  part  of  the  order  until  the  embargo  has  been  definitely 
removed  from  traffic  ;  but  we  will  deliver  the  imperishable  goods  to 
the  railroad  company  at  once,  that  they  may  be  on  hand  to  be  for- 
warded at  the  first  opportunity.  I  profoundly  regret  that  the  differ- 
ences between  labor  and  capital  prevent  us  shipping  the  goods  with 
our  accustomed  promptness,  but  we  believe  our  customers  appreciate 
the  situation  and  will  grant  us  their  indulgence. 

Yours  very  truly, 

(2— See  plate  58.) 
MR.  DAVID  BENNETT, 

Providence,  R.  I. 
Dear  Sir  : 

I  have  before  me  your  letter  of  the  15th  inst.,  notifying  me  that  you 
have  re-opened  your  establishment  one  door  above  your  previous 
place  of  business,  and  requesting  me  to  examine  your  list  of  goods 
and  prices.  I  have  carefully  gone  over  the  different  lines  you 
mentioned,  and  I  can  truthfully  advance  the  opinion  that  they  are 
equal  to  any  so  far  placed  upon  the  market.  We  generally  purchase 
our  supplies  of  the  well-known  firm  of  Raymond  &  Flynn,  and  do  not 
often  buy  elsewhere,  but  have  no  hesitancy  whatever  in  saying  that 
none  of  their  goods  equal  yours,  either  in  style  or  finish.  As  soon  as 
our  stock  runs  down,  we  will  give  you  a  trial. 

Wishing  you  success  in  your  new  venture,  I  remain 
Yours  very  truly, 


211 

F,  V,  AND  N-HOOK  LESSON. 

43.  The  following  sentences  are  intended  to  be  used  as  tests. 
The  instructor  may  require  pupils  to  write  as  few  or  as  many  as 
deemed  advisable  :  1.  His  conduct  is  explainable  on  only  one  hypoth- 
esis— that  of  insanity.  2.  I  asked  him  to  explain,  and  he  sent  me 
an  explanatory  letter.  3.  I  had  deemed  it  unexplainable.  4.  Inex- 
perienced and  ignorant  men  cannot  compete  with  experienced  and 
intelligent  ones.  5.  His  task  is  different  from  mine  and  more  diffi- 
cult. 6.  The  agent  acted  gently,  dressed  genteelly,  and  in  general 
had  a  gentlemanly  appearance.  7.  He  was  a  very  gentle  man,  a 
genteel  man,  and  a  gentleman.  8.  It  thundered  terribly  and  caused 
much  trouble  with  the  cream.  9.  On  demand  of  the  inventor,  a 
friendly  agent  ventured  to  take  an  inventory  of  the  dampened  instru- 
ments. 10.  I  will  grant  the  land  and  furnish  granite  for  the  founda- 
tions if  the  grantee  will  guarantee  to  build  thereon.  11.  They  are 
opinionated  and  impertinent,  and  it  is  important  that  they  should  be 
restrained  from  offending  those  with  whom  they  have  intercourse. 
12.  I  could  not  proceed  because  an  accident  to  the  saddle  unsaddled 
me.  After  mending  the  saddle  I  meant  to  remount  and  continue  the 
ascent,  but  the  impending  storm  made  me  apprehend  a  wetting,  which 
would  make  my  father  rampant.  I,  therefore,  abandoned  the  idea, 
being  convinced  that  I  would  have  abundant  time  on  the  morrow  to 
test  the  alleged  impenetrability  of  the  mountain  fastnesses.  I  de- 
termined to  penetrate  the  luxuriantly  wooded  hills,  provided  the 
elements  and  the  natural  surroundings  permitted.  13.  It  is  reserved 
for  the  venturesome  to  experiment  and  render  the  apparently  incom- 
prehensible comprehensible.  14.  I  lament  that  my  knowledge  is 
exclusively  elementary.  15.  Upon  my  arrival  they  suddenly  departed. 
16.  On  or  before  the  above-mentioned  date,  I  promise  to  pay  to  Pro- 
fessor John  Jones,  at  Kansas  City,  the  amount  of  $30,  being  part 
payment  of  my  account.  17.  To  prove  that  I  approve  his  course,  I 
intend  to  admit  him  to  a  partnership  in  my  twine  manufactory. 
Although  at  present  he  has  no  experience,  I  feel  confident  that  his 
energy  will  soon  place  him  in  the  front  rank  of  my  most  experienced 


212 

men.  18.  I  do  not  think  that  he  meant  that  he  did  not  want  to  come, 
but  rather  that  he  did  not  have  the  time  to  spare.  He  said  that  he 
had  not  been  out  of  town  this  year.  19.  I  am  behindhand  in  figur- 
ing up  the  accounts,  but  my  remembrance  is  that  your  amount  is 
$3000.  20.  I  hope  to  have  matters  arranged  at  once,  and  under  the 
circumstances  I  deem  it  indispensable  that  my  representative  call 
upon  you  this  afternoon  or  to-morrow  forenoon.  21.  It  is  my  opinion 
that,  if  the  venture  is  carefully  managed  by  intelligent  and  honest 
men,  it  cannot  fail  of  success ;  at  all  events,  I  have  subscribed  for 
stock  in  the  concern.  22.  I  believe  there  are  only  a  few  remaining 
in  the  southern  part  of  the  city.  23.  I  have  written  them  again  (and) 
again  during  the  last  month  that  we  will  not  sell  oil  by  the  gallon, 
but  they  persist  in  sending  in  their  orders,  even  accompanying  the 
same  with  money,  and  often  with  remonstrances  against  our  manner 
of  doing  business.  24.  You  may  take  whichever  horse  you  wish  and 
do  whatever  you  please  with  it.  25.  The  Northwestern  Railroad 
considers  the  differential  rates  detrimental  to  their  interests.  26.  If 
it  were  not  that  we  are  not  alone  I  should  be  happy  to  explain  mat- 
ters to  you.  27.  You  said  that  you  were  not  going,  and  we  are  not 
able  to  understand  why  you  subsequently  changed  your  mind.  28. 
Every  one  had  a  cheerful  appearance.  29.  Neither  the  plaintiff  nor 
the  defendant  was  present,  and  the  case  was,  therefore,  dismissed. 
30.  Whoever  sees  him  should  warn  him  that  there  is  a  movement  on 
foot  to  accomplish  his  overthrow.  31.  He  was  a  man  of  great  ad- 
ministrative ability,  but  not  very  demonstrative  in  his  ways.  32.  I 
could  not  have  gone  even  if  I  had  been  invited.  33.  He  was  an  in- 
telligent man  and  an  indulgent  father.  34.  The  stenographer  lost 
his  place  because  he  wrote  "  leaving  time  of  the  train  "  instead  of 
"  arriving  time  of  the  train."  35.  Please  be  more  careful  hereafter, 
when  entering  the  arsenal,  to  extinguish  your  cigar.  36.  She  wrote 
complain ingly,  and  expressed  considerable  resentment  because  her 
husband  had  been  disciplined  for  disobedience  of  orders  in  regard  to 
the  handling  of  cars.  37.  The  lecture  was  very  instructive,  and  may 
be  corrective  of  much  evil.  38.  He  has  finished  his  house  in  the 


213 

hardest  and  the  cnoicest  wood  he  could  find,  and  when  completed  it  will 
be  one  (of)  the  finest  buildings  in  New  York  City.  39.  The  reason- 
ableness of  his  claim  is  beyond  question.  40.  His  wound  was  very 
painful,  which  caused  him  to  countermand  the  order  for  his  move- 
ment to  new  quarters.  41.  His  movements  are  within  circumscribed 
limits,  and  he  is  obliged  to  conduct  himself  very  circumspectly  to 
avoid  censure.  42.  It  is  no  more  than  right  that  you  should  be 
rewarded  for  your  industry  and  perseverance,  and  you  should  have 
been  long  ago.  43.  They  wore  garlands  of  roses  upon  their  heads. 
44.  I  requested  him  to  explain  his  non-compliance  with  definite 
orders ;  but  he  proffered  no  excuses,  preferring  to  be  non-committal 
until  his  attorneys  could  be  consulted.  45.  Each  of  them  should 
specify  which  of  the  styles  she  desires,  and  also  how  much  of  the 
dress-goods  she  will  have  made  up.  46.  Hardheartedness  is  a  con- 
comitant of  ingratitude.  47.  He  ought  (to)  have  been  severely 
reprimanded.  48.  They  have  comfortably  handled  all  the  passengers 
who  have  presented  themselves  within  the  last  week.  49.  From 
present  appearances,  business  of  all  kinds  has  a  hopeful  outlook. 
50.  Orders  for  supplies  are  coming  without  diminution.  51.  He  re- 
luctantly complied  with  my  admonition.  52.  He  could  not  realize 
that  he  had  received  the  Presidential  nomination.  53.  His  move- 
ments were  quickened  by  the  approach  of  the  enemy.  54.  Our  guns 
poured  a  storm  of  bullets  into  the  opposing  trenches,  and  the  fire  of 
the  Spaniards  soon  slackened  perceptibly.  55.  Vinegar,  salt,  pepper, 
and  mustard  are  concomitants  of  a  salad.  56.  His  sickness  weak- 
ened him  to  such  an  extent  that  a  strong  odor  sickens  him.  57.  It  is 
an  ingenious  contrivance. 

QUIZ  ON   F,  V,  AND  N-HOOKS. 

1.  What  is  the  N-hook  motion  on  straight  stems — Right  or  Left? 
— The  F-V  hook  motion  ?  2.  Why  is  not  the  F-V  hook  generally 
used  on  curved  stems  ?  3.  Is  it  necessary  to  show  the  N-hook  in 
connection  with  circles  and  loops  on  isolated  straight  stems  ? — Why  ? 
4.  May  the  N-hook  be  implied  by  circles  between  crossing  stems  ? 


214 

5.  How  must  N  be  expressed  when  occurring  between  a  curved  con- 
sonant and  a  "  ses,"  "  st,"  or  "  str  "  sound  group,  as  in  "  evinces," 
"  evinced,"  etc.  ? — by  Un-stem  or  N-hook  ?  6.  State  whether  hook 
or  stem  should  be  used  in  writing  the  following  words,  and  why : 
Funny,  flinch,  French,  sign,  assign. 


CHAPTER   XIV. 


FIRST  STAGE— FINAL  HOOKS   FOR  SHON  AND  ZHON 

SYLLABLES. 
PARAGRAPHS  1  TO  9. 

1.  The  previous  lesson  provides  for  the  expression  of  "  shn  "  by 
means  of  the  N-hook  on  the  Sh-stem,  the  stroke  being  called  "  Shen." 
This  sign  is  necessary  when  "  shn  "  is  the  only  stroke  expression  in 
an  outline,  as  in  case  of  such  words  as  "  shun,"  "  ocean,"  etc.,  the 
stem  in  these  instances  being  required  to  provide  place  for  the  vowel 
signs.     The  Shen-stroke  is  also  necessary  when  "  shn  "  immediately 
follows  an  F-V  or  N-hook  stroke,   as  in  such  words  as   "  admoni- 
tion,"   derived   from    "  admonish  "  ;    "  abbreviation,"    derived   from 
"  abbreviate,"  etc. 

2.  (ai)  However,  in   numerous  words  the  "  shon  "  and  "  zhon  " 
syllables  occur  immediately  following  a  plain-stem  consonant,  as  in 
"  fashion  "    (fa-shn),   "  motion  "    (mo-shn),    "  vision  "    (vi-zhn).     For 
such  cases   shorthand  provides   a  large   final   hook,  which  may  be 
written  on  any  stroke,  without  exception,     (li)  It  is  turned   on  the 
inside  of  curves  and  on  either  side  of  straight  strokes,     (r)  It  reads 
after  any  vowel  signs   placed  beside  the  stroke,  and  may  have  the 
small  circle  written  within  the  hook,  the   circle   in  such  case  being 
read  last.     In  these  respects  it  resembles  the  other  final  hooks.     See 
plate  59,  line  1 :  Fashion,  condition,  action,  option,  legation,  oppres- 
sion, sections,  magicians,  consolation,  conversion,  session. 


215 

3.  Nomenclature  — To  distinguish  it  by  name  from  the  Shen-stroke, 
the  large  hook  is  styled  the  "  Shon-hook."     The  strokes  are  called 
Veeshon,  Deshon,   Kayshon,  Purshon,  Vurshon,  Lushon,  Sekshon, 
Rushon,  Unshon,  etc. 

GUIDE  TO  TURNING  THE  SHON  HOOK  ON  STRAIGHT  STEMS. 

4.  The  fact  that  the  Shon  hook  may  be  turned  on  either  side  Of 
straight  stems  is  utilized  as  follows :  (a)  If  the  straight  stroke  begins 
with  a  circle  or  a  hook,  turn  the  Shon  hook  by  a  motion  opposite  to 
that  of  such  beginning  circle  or  hook.     See  plate  59,  line  2 :  Com- 
pletion, compression,  station,  consideration,  conception,  suppression, 
tradition.     (£)  Or,  if  the  straight  stroke  on  which  the   Shon  hook 
occurs  is  preceded  by  a  curved  stem  joined  without  an  angle,  the  Shon 
hook  is  turned  by  a  motion  opposite  to  that  of  the  curved  stem.     See 
line  2  :  Affection,  location,     (c)  The  object  of  this  treatment   is  to 
preserve  the  straightness  of  the  intervening  stem.     Experiment  with 
"completion,"  '•  compression,"  "affection,"  "location,"  etc.,  turning 
both  beginning  and   final  hooks,  etc.,  by  the  same  circular  motion, 
and   note  the   effect  when  written  rapidly.     The   advantage  of  the 
recommended  forms  will  then  be  appreciated. 

5.  In    the    absence   of    an    initial    circle,    loop,    or   hook    (as    in 
"  auction  "),  or  if  a  preceding  stem  is  joined  at  an  angle  (as  in  "  elec- 
tion "),  the  Shon  hook  on  Pee,  Bee,  Kay,  Gay,  and  Ray  is  written  on 
the  side  opposite  to  that  on  which  the  accented  vowel  occurs.     See 
plate  59,  line  3,  and  contrast :   Election,  elocution ;  auction,  caution ; 
passion,  option  ;  portion,  operation ;  diction,  education ;  (4)  perfec- 
tion, provocation ;  induction,  indication  ;  erection,  irrigation  ;  contra- 
diction,  introduction.     This    practise    affords    a    natural   distinction 
between  many  conflicting  words  the  outlines  of  which  are  alike  in  all 
other  respects,  as  it  indicates  on  which  side  of  the  stem  the  important 
vowel  is  to  be  read.     Preserve  these  forms  by  copying  them  in  your 
special  book — your  pocket  companion. 

6.  In  the  case  of  Tee,  Dee,  Chay,  and  Jay,  when  unaccompanied 


216 


by  initial  hook  or  circle  or  preceding  curve  joined  without  an  angle, 
the  Shon  hook  may  be  turned  by  the  Left  motion,  regardless  of  the 
vowel.  This  brings  the  hook  on  the  right-hand  side  of  stems — the 
side  most  suitable  for  joining  with  following  characters.  See  plate 
59,  line  5 :  Irritation,  addition,  logician,  recommendation,  notation, 
mutation,  petition,  gradation,  expectation,  presentation. 

7.  Lines  6,  7,  and  8  of  plate  59  furnish  the  following  additional 
illustrations  of  the  use  of  the  Shon  hook :  (6)  Profession,  vision, 
excavation,  initiation,  nation,  consternation,  fascination,  mission, 
ambition,  elation,  persuation ;  (7)  sanction  (sangshon),  suspicion, 
collection,  correction,  expression,  suppression,  section,  secretion, 
congregation,  exaggeration  ;  (8)  Hessian,  complexion,  complication, 
extraction,  extrication,  rotation,  institution,  comprehension,  genera- 
tion, definition. 

PBATE  59. 
WORD  EXERCISE  ON  SHON  HOOKS. 


-Ill 


SHON   HOOK  IN  THE  MIDDLE   OF  OUTLINES. 

8.  (a)  The  Shon  hook  may  combine  with  a  following  character 
(as  in  the  outline  for  "  stationary  "),  in  which  case  the  hook  is  turned 
on  that  side  of  a  straight  stem  most  favorable  to  the  combination. 
(&)  The  direction  for  L  is  used  which  makes  the  best  joining,  regard- 
less of  the  syllable  suggestiveness.     (<r)  Often,  however,  an  apparently 
difficult  joining  may  be  simplified  by  giving  the  Shon  hook  a  slight  in- 
ward or  outward  turn,  as  the  case  may  require.     See  plate  59,  line  9 : 
Missionary,  conditional,  conditionally,  emotional,  stationary,  stationer, 
national,    passionately,    fashionable,   cautionary,   auctioneer,   confec- 
tionery. 

WRITING  EXERCISE. 

9.  Write  the  following  words  for  the  teacher's  inspection  :  Egyp- 
tian, Japan,  repletion,  probation,  desecration,  dissection,  compilation, 
completion,  depression,  function  (fungshon),  preparation,  contrition, 
conjunction    (conjungshon),    distinction    (dist-ingshon),    expectation, 
acceptation,   compunction   (compungshon),  ascension,  conflagration, 
contradiction,  apparition,  functionary,  recitation,  restitution,  destitu- 
tion, machination  (makination),  impassionate  (Empshon-Tee),  ampu- 
tation (Emp-Teeshon),   configuration,  section,  seclusion  (Skulshon), 
violation,  revolutionary  (Rev-Layshon-Ray),  lamination,  illumination, 
citation,  proclamations,  declamation,  visitation,   imitation,   notation, 
resignation,    celebration,    recognition,    presumption    (Presumshun), 
veneration  (Ven-Rayshun),  receptions. 

SECOND  STAGE— CURL   FOR  "E-SHON." 
PARAGRAPHS  10  TO  16. 

10.  The    large    Shon    hook    requires    a   stem  on  which  to  be 
turned  (see  plate  59).     But  there  are  many  words  like  "  position  " 
(poz-ishn,  derived   from  "  pose "),  etc.,   in   which  the   consonant  im- 
mediately preceding  the  "  shn  "  syllable  is  most  conveniently  and 
logically  expressed  by  a  circle,  which  circle   it  is   not  desirable  to 
change  to  a  stem  for  the  reception  of  the  large  Shon  hook.     To  solve 


218 

this  difficulty,  when  following  a  primitive  properly  terminating  in  a 
circle,  "  shn  "  may  be  expressed  by  continuing  the  final  circle  of  the 
primitive  into  a  curl  upon  the  back  of  the  stem.  See  plate  60,  and 
contrast  (line  1)  :  Expose,  expos-ition  ;  dispose,  dispos-ition  ;  dis- 
pense, dispens-ation  ;  sense,  sens-ation  ;  (line  2)  impose,  impos-ition  ; 
converse,  convers-ation  ;  recompense,  recompens-ation  ;  compose, 
compos-ition  ;  (line  3)  decompose,  decompos-ition  ;  suppose,  suppos- 
ition ;  relax,  relax-ation  ;  vex  (veks),  vex-ation  ;  (line  4)  annex,  an- 
nex-ation  ;  tax,  tax-ation  ;  propose,  propos-ition  ;  decision,  physician 
(fiz-ishn),  musician,  requisition  (re-kwiz-ishn),  materialization. 

11.  (a)  The  E-shun  curl  may  be  followed  by  any  character  which 
will  join  easily  and  legibly.  See  plate  60,  line  5  :  Sensational,  con- 
versational, transitional,  musicianal,  conversationalist,  processional, 
inquisitional,  recessional.  (£)  The  small  circle  may  be  written 
clearly  within  the  Shon  hook  or  Eshun-curl.  See  plate  63,  sentences 
4  and  5. 

PLATE  60. 
WORD  .EXERCISE  ON  E-SHUN  CURE. 


r  r  r  r 

......  JL  ......  cL  .......  JL  .........  4  ...........  < 

\)  >>_  ^  V 


"E-SHUN"  CURL   NOMENCLATURE. 

12.     The  foregoing  illustrations  evidence  the  fact  that  when  the 
E-shun   curl   is   used  no  place  is  provided  for  the  sign  of  a  vowel 
which  occurs  between  "  shn  "  and  the  preceding  circle   (see  Scale).  * 
This  lack  is  atoned  for  by  mentally  prefixing  the  vowel   sound   of 


219 

"  ebb  "  to  the  Shn  syllable  and  styling  the  curl  "  E-shun  " — thus 
vocalizing  the  pronunciation,  as  it  were,  instead  of  the  outline.  Note 
that  the  curl  represents  two  syllables,  the  first  syllable  being  simply 
a  vowel  sound,  and  the  curl  is  never  used  for  the  single  syllable 
"  shon  "  unaccompanied  by  the  preceding  vowel  syllable.  That  is,  it 
may  be  used  in  writing  "  combination  "  (kombin-a-shon),  but  not  in 
"  pension  "  (pen-shon).  To  emphasize  the  preceding  remarks,  do 
not  call  this  curl  simply  "  shun."  To  do  so  is  to  deprive  it  of  its 
syllabic  suggestiveness.  Always  associate  the  initial  vowel,  and 
think  of  it  as  E-shun,  and  speak  of  it  as  E-shun.  For  illustration,  see 
plate  60,  line  6,  and  note  the  relative  suggestiveness  of  the  names  of 
the  various  outlines,  viz.:  Con-Vurshon,  Con-Vurs-Eshun ;  Mushon, 
Mez-Eshun  ;  Pushon,  Pez-Eshun  ;  Kwayshun,  Kwez-Eshun  :  Ukshun, 
Uks-Eshun. 

13.  The  nomenclature  of  this  lesson  is  especially  valuable,  and 
should  be  thoroughly  memorized.     The  following  are  the  names  of 
the  outlines  in  plate  60,  lines   1  to   5   inclusive :   (Line  1)  Uks-Puz, 
Uks-Puz-Eshun ,    Duz-Puz,    Duz-Puz-Eshun ;    Duz-Pens,    Duz-Pens- 
Eshun  ;  Sens,  Sens-Eshun  ;  (line  2)  Umpz,  Umpz-Eshun  ;  con-Vurs, 
con-Vurs-Eshun  :  Ru-com-Pens,  Ru-com-Pens-Eshun  ;  com-Pez,  com- 
Pez-Eshun ;    (line   3)   Du-com-Pez,   Du  com-Pez-Eshun,   Spez,   Spez- 
Eshun;  Rl-Uks,  Rl-Uks-Eshun ;    Vu-Uks,   Vu-Uks-Eshun  ;    (line  4) 
Un-Uks,  Un-Uks-Eshun  ;  Tu-Uks,  Tu-Uks-Eshun  ;  Pre-Pez,  Pre-Pez- 
Eshun  ;  Dez-Eshun,  Fez-Eshun,  Mez-Eshun,  Ru-Kwez-Eshun,  Metr- 
Luz-Eshun  ;  (line   5)   Sens-Eshun-L,  con-Vrs-Eshun-L,  Mez-Eshun-L, 
con-Vrs-Eshun-Lest,  Pres-Eshun-L,  Un-Kwez-Eshun-L,  Rus-Eshun-L. 
It  is  the  mission  of  the  nomenclature  to  recall  the  spoken  word.     Test 
this  by  seeing  if  the  words  can  be   recognized  by  means  of  the 
names. 

14.  As  the  large  Shon  hook  on  plain  straight  stems  is  turned  on 
the  side  opposite  to  the   accented  vowel,  the  sign  for  "  auction  "  is 
called  Ukshon,  that  for  "  caution  "  is  called  Keshon,  etc. 

15.  Practise  plate  60  as  directed  on  page  14,  paragraphs  8  and  9. 


220 


WRITING  EXERCISE. 

16.  Write  the  following  words  for  the  teacher's   inspection,  as 
directed  on  page  21,  paragraph  42:  Sensation,  opposition,  supposi- 
tion, physicians,  musicians,  taxation,   vexation,  vacation,  realization, 
preposition,    materialization,    requisition,    disposition,    dispensation, 
imposition,  mobilization. 

THIRD  STAGE-GUIDE   TO  CHOICE  BETWEEN  THE  VARIOUS 

EXPRESSIONS  OF  "  SHN." 

PARAGRAPHS   17  TO  27. 

17.  When  "  sh."  and  "  n  "  are  the  only  consonants  in  a  word  (as 
in  "  shine  ")  the  Sh-stem  must  be  used  in  connection  with  either  the 
N-hook  or  the  En-stem,  as  the  vocalization  may  require.     See  plate 
61,  line  1  :   Shine,  shiny. 

18.  (a)  Analogy  (likeness)  between  primitives  and  derivatives  is 
an  important  guide  to  the  choice  between  the  various  ways  of  writing 
"  shn  " — the  Shen-stem,  the  Shon-hook,  and  the  E-shun  curl.     The 
idea  is  to  select  the  expression  which  will  favor  the  retention  of  the 
primitive  form  and  at  the  same  time  reflect  the  spoken  syllable.     (/>) 
For  instance,  "combine"  requires  an  N-hook;  therefore  its  derivative 
"  combination  "  does  not  logically  take  the  Shon-hook,  which  would 
require  the  N-stem.     Either  the  Shen-stem  or  the  E-shun  curl  would 
be  allowable,  as  a  vowel  sound  precedes  the  "  shn  "  syllable -(a-shn). 
(c)  "  Pension  "  may  be  written   with  either  the  Un-stem  and  Shon- 
hook  or  the  N-hook  and  Shen-stem  ;  but  not  with  the  E-shun  curl,  as 
no  vowel   precedes   "  shn  "  in  this  word.     The  E-shun  curl   is  only 
allowable  in  words  where  a  vowel  sound  immediately  precedes  "  shn." 
Pen-Shen  seems  most  syllabic,  and  best  suits  the  derivative  "  Pen- 
sioned."    (rt')  As  suggested  above,  the  E-shun  curl  is  occasionally 
used  after  Final  hooks,     (e)  The  primitive  "  admonish  "  terminates 
in  the  Ush-stem.     The  formative  N  in  "  admonition  "  (admonish-n) 
is  properly  expressed  by  the  N-hook,  causing  the  "  shn  "  syllable  to 
be  expressed  by  the  Shen-stem.     (/)  In  "condemnation,"  "  nation  " 


221 

is  properly  expressed  by  Neshon  (the  Un-stem  and  Shon-hook),  as 
the  primitive  word  ends  in  a  plain  stem.  These  thoughts  are  illus- 
trated in  plate  61.  Compare  primitives  and  derivatives:  (Line  1) 
Admonish,  admonition  ;  diminish,  diminution  ;  condemn,  condemna- 
tion ;  damn,  damnation  ;  (line  2)  profess*,  profession ;  convert,  con- 
version ;  converse,  conversation  ;  improvise,  improvisation ;  -(line  3) 
Prussia,  Prussian  ;  Russia,  Russian  ;  Persia,  Persian  ;  Paris,  Parisian  ; 
(line  4)  divide,  division ;  provide,  provision,  provisional ;  combine, 
combination ;  examine,  examination ;  (line  5)  decline,  declension, 

PLATE  61. 
COMPARATIVE   EXERCISE   ON   SHON   AND    E-SHUN. 


r         I       v      \ 

: Jj t .1) ^ 


222 

declination  ;  suspend,  suspension,  suspicion  ;  mention,  mentioned ; 
pension,  pensioned ;  (line  6)  dominate,  domination  ;  exterminate 
('sterminate),  extermination ;  reclaim,  reclamation  ;  incline,  inclination. 

19.  The  vowels  require  the  Shen-stem  in  the  following  cases  (see 
plate  61,  line  7):  Deviate,   deviation  (deev-yashun) ;  abbreviate,  ab- 
breviation ;  extenuate,  extenuation ;   situate,   situation  (compare  with 
"  station  "). 

20.  (a)  "  Commission '   and  "  commotion  "  are  best  expressed  by 
Ku-Um  and  the  Shon-hook.     This  provides  a  more  convenient  form 
for  these  words  and  their  derivatives  than  the  "  con  "-dot  and  Shen- 
stem.     "  Connection  "  is  outlined  on  a  similar  plan.     See  plate  61, 
line  8  :  Commotion,  commission,  commissioned,  commissioner,  con- 
nection,    (fr)  As  in  case  of  other  final  hooks,  a  T  or  a  D  added  by 
halving  reads  after  the  sound  of  the  Shon-hook. 

21.  In  a  few  instances  exception  may  be  made  to  the  rules  laid 
down  in  paragraphs  4   and  5  when   necessary  to  secure   important 
distinctions.     For  instance,  see  plate  61,  line  8  :  Dissection,  dessica- 
tion ;  transgression,  transaction.     The  intelligent  writer  will  use  his 
judgment  in  such  cases. 

USE  OF  THE  CURL  FOR  BOTH  N  AND  E-SHUN. 

22.  The  use  of  the  curl  to  express  both  N  and  E-shun  will  not  be 
found  confusing  if  the  curl  to  express  N  is  restricted  to  Right  circles 
— the  En  stem  being  used  with  Left  circles.     The  restrictions  thus 
imposed  narrow  the  use  of  the  curl  for  N   to   a  few  cases  where  it 
would  not  naturally  be  employed  for  E-shun.     See  plate   61,  line  9, 
and  contrast :  Poison,   position ;  design,  decision  ;  reason,  recision ; 
arson,  Samson,  mason,  musician,  cousin,  accession.     The  only  legiti- 
mate conflict  might  be  between  "  mason  "  and  "musician,"  as  applied 
to  occupations  ;  but  this  risk  can  be  easily  avoided  by  either  vocalizing 
or  positioning. 

23.  Caution. — (a)  It  is  desired  to  impress  the  fact  that  the  E-skun 
syllable  is  represented  by  the  curl ;  and  an  associated  circle  repre- 


223 

sents  an  additional  sound  of  S  or  Z.  The  Pez-Eshun  sign,  for 
instance,  is  appropriate  for  "  position  "  (poz-i-shun)  ;  but  improper 
for  "  passion  "  (pashun),  for  which  should  be  used  the  large  Shon 
hook  on  the  Pu  stem.  To  reiterate,  the  circle  represents  no  part  of 
the  Shn  combination,  and  should  not  be  used  unless  there  is  a  sound 
of  S  or  Z  in  the  word,  (ft)  Also,  note  that  the  curl  represents  two 
syllables  (a  vowel  constituting  the  first,  and  consonants  constituting 
the  second — "  e-shn  ").  Therefore,  while  the  curl  may  be  properly 
used  in  "  pos-i-tion,"  "  combin-a-tion,"  etc.,  it  should  not  be  used  in 
"  pension  "  (pen-shn),  etc. 

SOUNDS  OMITTED. 

24.  (a)  K   may  be  safely   and    profitably  omitted  before  "  shn " 
in  the  following  instances  (see  plate  61,  line  10):  Sanction  (written 
as    if    pronounced    "  sangshun),    distinction     (distingshun),    instruc- 
tion   (instrushun),    justification    (justifishun),    specification    (specifi- 
shun),  classification  (klasifishun).     (l>)  Retain  the   K   in  "  construc- 
tion "  and  "  infraction,"  in  order  to   avoid   conflict  with  "  considera- 
tion "  and  "  inversion  "  (see   plate  61,  line   10).     (<:)  Specially   note 
that   the    final    syllables   "fication''    are   written    as    if   pronounced 
"fishon." 

SPECIAL   DISTINCTIONS. 

25.  Line  11   of  plate  61   illustrates  the  distinction  between  the 
following  words  :  Preparation,  appropriation,  proportion  (R  of  second 
syllable  omitted) ;  rational,  irrational ;  aspersion,  aspiration ;  expres- 
sion, suppression  ;  national,  notional. 

26.  Practise  plate  61  as  directed  on  page  14,  paragraphs  8  and  9. 

WRITING  EXERCISE. 

27.  Write  the  following  words   for  the  teacher's   inspection,  as 
directed  on   page  21,  paragraph  42 :  Passion,   position,  conversion, 
conversation,  instigation,  designation,  libation,  renovation,  estimation, 
reclamation,  requisition,  deputation,  adoption,  adaptation,  degrada- 
tion, communication,  consolation,  observation,  continuation,  prepara- 


224 

tion,  appropriation,  proportion,  constitution,  restitution,  substitution, 
ruination,  destination,  approbation,  disquisition,  exposition,  sensa- 
tional, conversational,  admonition,  condemnation,  contractions,  sub- 
traction, extraction,  extrication,  deception,  dissipation,  suffusion, 
commissioned,  missionary,  demolition,  evolution,  arson,  recession, 
resign,  ratification,  rectification,  notification. 

FOURTH  STAGE—  PARAGRAPHS  28  TO  31. 

PLATE  62. 

SHON  AND  E-SHUN  HOOK  WORD  SIGNS,  ETC. 


\  _    Executive 

J?  __  I 

Misin-         ^-bO  Representa- 


_ 
Opposition  __  J?  __  Information  _..^r__  ___  session 


n 

-     A-e 
Position  _______  _j£  ___  formation  ............  ______       tion 

Call  your        <^-^    Representa- 
Possession  ______  \   .....  attention  .......  ____  Ju_  .....       live   .  .......  //Ax..._ 

J0      Calling  your  <^^  Atlantic 
Objection  ______  \  ____    attention    _____  L    Ocean  „  .....  I    ,>...... 

06       For  your  Pacific 

Subjection  ....\  .......  attention  ........  _^,  ___    Ocean  ........  j&  ________ 

6        Transporta-      0      Indian  ;T~3 

Satisfaction    ..._P  _____       tion  _  .....  __.']  ........  Ocean 

Dissatis-         i  v> 

faction  ..........  b  ______  Transgression 

J  Night 

Transaction  .  o  .....  ___  session    ____  l 


28.  Derivatives   from  Word   Signs.  —  For   the  teacher's  inspection 
write  the  following  derivatives  from  the  word  signs,  as  directed  on 
page  21,  paragraph  42  :  Oppositions,  positions,  positioned  (ed-tick)  ; 
objectionable,  unobjectionable. 

SENTENCE  PRACTISE  ON  SHON  AND  E-SHUN   HOOKS. 

29.  Practise  plate  63  as  directed  on  page   53,  paragraph  103. 
The  following  is  the  key  :     1.  He  gave  up   his  position  because  he 
lost   patience   waiting  for  increased  compensation.     2.  The  room's 


225 

small  dimensions  will  occasion  a  diminution  in  the  number  of  invita- 
tions, if  they  heed  my  admonition.     3.  The  ocean  is  in  commotion. 

4.  The  poet  should  receive  just  compensation  for  his  compositions. 

5.  Patience   is  one  of  the  conditions   of  success.     6.  The  pump's 
suction  is  poor.     7.  The  sessions  occur  three  days  in  succession.     8. 
They  will  make  requisition  for  a  portion  of  the  construction  material 
to-morrow.     9.    Annexation  will   lesson   the   general   taxation.     10. 
Being  noisy  and  disregarding  a  caution,  was  the  occasion  of  his  ejec- 
tion from  the  auction-room.     11.  The  price  of  the  prescriptions,  with 
the  exception  of  one,  was  beyond  expectation.     12.   He  displayed 
much  taste  in  the  disposition  of  his  wares  at  the  Exposition.     13. 
Exceptions  prove  rules.     14.  He  refuses  to  sanction  the  deception, 
considering  it  a  rank  imposition.     15.  My  commission  came  the  day 
following  my  promotion.     16.  He  wrote  a   communication   denying 
any  connection  with  the  mission  affair.     17.  I  made  the  notation  at 
his  instigation.     18.  The  inspection  should  have  taken  place  at  the 
inception  of  the  scheme.     19.  His  agitation  caused  commiseration. 
20.  His  allegation  is  that  the  election  story  is  a  baseless  fabrication, 
which  produced   much   irritation.     21.    The    election  polls  will   be 
placed  in  a  new  location  this  season.     22.  He  is  of  a  passionate 
nature,  but  he  has  a  generous  disposition.     23.  Commissioner  Brown 
is  an  ex-missionary.     24.  It  was  an  exceptionally  fine  oration.     25. 
They   will    receive    an    additional    consideration    on   this  occasion. 
26.  The  national  welfare  requires  an  extra  session  of  Congress.     27. 
Shorthand  has  a  fascination  for  the  intelligent  learner ;  but  it  is  a 
vexation  to  the  drone.     28.  A  new  classification  of  the  specifications 
was  his  justification  of  the  modifications.     29.  Notification  has  been 
received  of  a  rectification  of  the  walls  of  the  fortification. 

30.  The  following  sentences  are  intended  to  be  used  as  tests. 
The  teacher  will  assign  as  many  as  his  judgment  suggests:  1.  The 
extreme  caution  exercised  by  Dr.  Mershon  in  the  preparation  of  his 
solutions  insures  the  ingredients  being  mixed  in  the  proper  propor- 
tions. 2.  It  was  a  special  dispensation  of  Providence.  3.  She  was 


PLATE  63. 
SENTENCE  EXERCISE  ON  SHON  AND  E-SHUN  HOOKS. 


v— ^             i       ^        " — \    >   ° — ^"^ 
-:±------- 


227 

very  emotional.  4.  The  auctioneer  asks  extortionate  commissions. 
5.  The  revolutionary  fathers  await  resurrection.  6.  Their  prices 
defy  competition.  7.  His  computations  are  erroneous.  8.  William 
is  visionary.  9.  The  engineer  gave  cautionary  signals.  10.  She 
looked  at  him  compassionately.  11.  He  talks  rationally.  12.  She 
buys  her  bonnets  of  a  fashionable  milliner.  13.  The  commissioner's 
toleration  of  the  petitioner's  impudence  was  due  to  her  exceptionally 
fashionable  appearance.  14.  It  was  an  electioneering  scheme.  15. 
Soldiers  often  form  combinations  in  order  to  secure  their  pensions, 
for  which  service  lawyers  receive  liberal  compensation.  16.  I  will 
continue  the  case,  but  a  continuation  will  intensify  the  tension  and 
increase  the  expenses.  Shall  it  be  continued?  17.  You  profess  to 
provide  for  your  family,  but  your  professions  are  a  poor  apology  for 
provisions.  18.  He  devotes  all  his  spare  time  to  his  family,  and 
they  show  their  appreciation  of  his  devotion.  19.  They  must  refrain 
from  deviating  from  the  course  laid  out,  as  the  least  deviation  will 
defeat  our  plans.  20.  The  completion  of  the  compilation  of  statistics 
was  a  matter  of  compulsion.  21.  The  exactions  of  hunger  make 
necessary  the  execution  of  some  plan  to  satisfy  it.  22.  Excessive 
taxation  is  the  ruination  of  a  nation.  23.  The  Transportation  De- 
partment insists  upon  the  restoration  of  rates.  24.  The  duties  of 
his  position  entitle  a  physician  to  liberal  compensation.  25.  The 
ministers  are  in  conversation  concerning  their  conversions  during  the 
past  year.  26.  David  Payson  occupies  an  honorable  position.  27. 
Henry  Mason  is  a  very  fine  musician.  28.  Jacob  Rawson  was 
arrested  for  committing  arson,  to  his  extreme  consternation.  29. 
The  story  was  too  sensational  to  receive  credence.  30.  Maria  is 
very  conversational.  31.  David  Simpson,  the  stationer,  supplies  this 
whole  section  with  stationery.  32.  The  invasion  was  an  innovation 
(insert  the  "  o  "  vowel)  on  the  established  rules  of  warfare.  33.  His 
ambition  was  to  be  at  the  head  of  the  institution.  34.  The  con- 
flagration reduced  many  to  a  condition  of  destitution.  35.  The 
minister  presented  the  church  constitution  for  the  consideration  cf 
the  congregation.  36.  I  desire  you  to  make  correction  of  the  bill 


228 

enclosed  to  me  for  collection.  37.  His  proposition  shows  much  pre- 
sumption. 38.  The  resumption  of  clear  weather  is  a  consolation. 
39.  The  people  will  receive  the  President's  authorization  of  the 
measure  with  approbation.  40.  I  have  information  that  their  chief 
objection  is  to  being  held  in  subjection  until  the  revolution  is  sup- 
pressed. 41.  Each  state  should  have  full  Congressional  representa- 
tion. 42.  If  there  is  anything  objectionable  in  my  letter,  he  shall 
have  satisfaction ;  though  I  thought  it  was  unobjectionable.  43. 
They  incited  revolutions,  thinking  by  revolutionary  means  to  revolu- 
tionize public  sentiment.  44.  The  dissatisfaction  was  caused  by 
misinformation  and  misrepresentation.  45.  The  night  session  was  a 
much  more  wearisome  session  than  the  day  session.  46.  Being  the 
closing  session,  the  evening  session  was  prolonged  all  night  and 
extended  into  a  morning  session.  47.  It  was  more  interesting  than 
any  former  session.  48.  You  copy  to  my  satisfaction,  and  you  may 
therefore  keep  the  situation  which  you  now  occupy  at  the  Central 
Station.  49.  There  was  no  opposition  to  my  retaining  the  position, 
as  I  was  already  in  possession.  50.  It  was  an  exaggeration.  51. 
Recognition  of  the  fact  that  his  recitation  was  worthy  of  emulation 
proved  a  great  stimulation.  52.  Judicious  speculation  resulted  in 
large  additions  to  his  wealth.  53.  The  completion  of  the  foundations 
of  the  buildings  at  the  Exposition  gave  gratification  to  everybody. 

54.  The  Queen  remained  in  seclusion  until  the  restoration  of  peace. 

55.  In  justification  of  his  request  for  promotion,  he  called  attention 
to  his  "  honorable  mention  "  in  the  King's  proclamation. 

QUIZ  ON  SHON  AND  E-SHUN  HOOKS. 

31.  How  is  "shn"  expressed  following  plain  stems?  —  follow- 
ing circles  or  F-V  and  N  hooks  ?  2.  If  a  straight  stem  begins 
with  a  circle  or  a  hook,  on  which  side  of  such  stem  should  the  Shon- 
hook  be  turned  ?  3.  If  there  is  no  beginning  circle  or  hook,  what 
influences  the  turning  of  the  Shon-hook  on  straight  stems  ?  4.  After 
what  stem  modifications  is  the  E-shun  curl  used  ?  5.  If  a  vowel  does 
not  precede  "  shn,"  how  should  this  syllable  be  expressed  ? 


229 


CHAPTER    XV. 


RESUME  — VOWEL    SUGGESTION    OF  VARIOUS   CONSONANT 

FORMS. 

1.  The  preceding  part  of  the  book  has  led  the  student  through 
the  shorthand  principles  and  introduced  him  to  the  most  valuable  of 
the  reporting  devices.     The  remaining  pages,  while  presenting  a  few 
new  features,  mainly  coach  in  the  application  of  what  has  gone  before. 
All  the  matter  presented  should  be  patiently  practised  as  a  necessary 
step  to  taking  up  miscellaneous  dictation.     In  every  case  read  and 
copy  the  engraved  notes ;  then  write  from  the  key,  verifying  by  com- 
parison with  the  engraved  notes. 

2.  Wherever  shorthand  provides  more  than  one  way  of  writing  a 
consonant,  and  no  serious  question  of  combination  is  involved,  choice 
may  be  made  to  suggest  the  absence  or  presence   of    certain    vowel 
relations,  viz.: 

3.  Absence  of  Beginning  Vowel — Is  indicated  if  an  outline  begins 
with  a -circle,  loop,  semicircle,  Lu,  Ru,  or  Shu.     See  plate  64,  line  1, 
and  contrast :  Sack,   ask ;  state,  estate ;   wake,  awake ;   lame,  elm ; 
wrecked,  erect ;  shabby,  Ashby. 

4.  Absence  of   Final  Vowel — Is  indicated  if  an  outline  terminates 
in  a  circle,  loop,  Ul,  Ur,  Ush,  halved  stem,  lengthened  stem,  or  final 
hook.     See  plate  64,  line  2  :  Fuss,  fussy  ;  dust,  dusty ;  fool,  fellow  ; 
fire,  fiery ;  fish,  fishy  ;  (line  3)  pit,  pity  ;  winter,  wintry ;  pen,  penny  ; 
cough,  coffee. 

5.  Absence  of  Medial  Vowel. — No  vowel  sound  is  supposed  to  exist 
between  an  L  or  R  hook  and  its  stem ;  or  between  the  two  sounds  of 
Ump-b ;  or  between  any  two  or  more  sounds  consecutively  expressed 
by  stem-modification  as  in  case  of  Steh-loop,  circle  or  loop  on  a  final 
hook,  circle  terminating  a  halved  stem,  etc.     That  is  to  say,  such 
forms  indicate  coalescing  consonants.     See  plate  64,  line  4,  and  con- 


230 


trast :  Blow,  bellow  ;  try,  tire ;  imply,  impel ;  jests,  justice ;  recom- 
pensed, compensate ;  (line  5)  rooster,  restore ;  grant,  granite  ;  raved, 
rivet ;  plant,  planet ;  ants,  entice. 

PLATB  64. 


I yA/^J^^.? 2 


6.  The  student  will  note  the  qualification  in  paragraph  2  of  this 
chapter — "  and  no  serious  question  of  combination  is  involved." 
Speed  and  legibility  are  the  watchwords  of  shorthand.  Shorthand 
originated  in  a  desire  to  attain  a  speed  in  writing  greater  than  that 
conferred  by  longhand.  Therefore,  speed  is  the  motive  of  shorthand. 
But  speed  would  be  valueless  if  the  notes  could  not  be  read  after 
being  written ;  they  must  be  legible.  Legibility,  then,  serves  as  a 
brake  (or  check)  upon  speed.  Speed  should  never  pass  beyond  the 
bounds  of  legibility.  Legibility  depends  largely  upon  two  things, 
viz.:  (a)  The  use  of  consonant  forms  that  will  stand  the  strain  of 
rapid  work  and  not  become  confused  in  appearance  with  other  con- 
sonant forms ;  and  (b)  upon  the  recognition  of  the  important  vowels 
of  words — either  by  means  of  the  vowel  signs,  or  by  so  writing  the 
consonants  as  to  suggest  the  vowel  relation.  Where  the  two  require- 
ments of  legibility  (distinctive  joining  and  vowel  suggestion)  seriously 
clash,  the  first  mentioned  requirement  has  precedence,  and  the  second 
must  yield.  Take  the  two-direction  consonants  by  way  of  illustration. 
According  to  paragraph  79,  page  46,  "  room  "  should  be  written 
Ray-Em.  But  Ray  and  Em,  being  joined  without  an  angle,  have  a 
tendency  when  written  rapidly  to  look  like  Lay  or  La-Kay.  Legi- 


231 

bility,  therefore,  requires  Ar-Em,  and  if  distinction  is  desired  between 
words  like  "  arm  "  and  "  room,"  the  vowel  signs  must  be  inserted. 
A  joining  like  Ar-Em  is  termed  "  standard,"  because  not  affected  by 
the  vowel  thought  any  more  than  are  the  other  consonants  which 
have  but  one  expression.  The  "standard"  combinations  become 
regular  exceptions  to  the  rules  for  implying  vowels,  as  the  application 
of  these  rules  is  based  upon  freedom  to  choose  between  two  ways 
of  writing,  and  the  standard  joinings  allow  no  choice.  It  is 
patent,  then,  that  if  the  standard  joinings  are  thoroughly  memorized, 
exceptions  are  largely  deprived  of  power  to  embarrass  the  operation 
of  the  rules.  The  question  to  decide  is,  what  joinings  should  be 
classed  as  standard.  The  bad  joinings  may  be  classified  under  two 
heads,  viz.:  (1)  Those  which  are  distinctive  when  written  at  a 
moderate  speed,  and  only  become  illegible  when  written  at  a  high 
rate ;  and  (2),  those  which  are  illegible  when  written  at  any  speed. 
Frequent  exceptions  are  productive  of  mental  hesitation  to  a  writer, 
and  hesitation  is  undeniably  fatal  to  speed.  It  follows  that  a 
relatively  slow  outline  which  is  readily  recalled  confers  greater  speed 
than  a  more  facile  form  that  eludes  the  memory;  therefore,  the 
author  strictly  applies  the  rules  governing  the  use  of  the  two  direc- 
tions of  R  and  L  to  the  first  class  specified  above,  and  allows  the 
exceptions  to  only  include  the  second  class.  The  exceptions  are 
thus  minimized,  and  manual  and  mental  dexterity  are  harmonized  to 
the  highest  degree. 

7.     The  standard  joinings  are  as  follows  (note  that  a  specified 
point  of  joining  also  applies  to  the  mate  of  the  stem  referred  to) : 

(a)    Use  Ar  when  immediately  followed  by  Em. 

(//)    Use  Ray  when  immediately  followed  by  Tee  or  Ef. 

(Y)     Use  Ray  when  immediately  preceded^by  Hay  or  Ray. 

(d}   Use  Lay  when  immediately  followed  by  Pee,  Tee,  Ef,  or  Ith. 

(e)     Use  Lay  when  immediately  preceded  by  Shay. 

(/)  Ul  is  generally  preferred  after  Left-circles  on   curves   (as  in 


232 

"vessel,"  "nicely,"  etc.);  and  Lu  after  Right-circles  on  curves  (as  in 
"  loosely,"  "  muscle,"  "  whistle,"  etc.)  Ru  is  generally  preferred 
after  a  circle  on  Ku  or  Gu  (as  in  "  exert,"  "  grocer,"  "  accuser,"  etc.). 

(g)  In  other  cases  be  governed  by  the  relative  arrangement  of 
vowel  and  consonant  in  the  names  of  the  two  directions,  as  directed 
on  page  46,  pars.  76  to  90. 

8.  The  preceding  remarks  relate  to  choice  between  the  two  direc- 
tions of  the  L  and  R  stems.     The  choice  between  stem  and  hook  is 
formulated  as  follows : 

(a)  The  coalescence  of  two  consonants  in  their  union  without  the 
aid  of  an  intervening  vowel  sound.  The  hooks  indicate  L  or  R's 
coalescence  with  a  preceding  consonant  (as  in  "  ply,"  "  reply,"  "  try," 
etc.)  ;  the  use  of  the  L  or  R  stems  indicate  the  non-coalescence  of  these 
sounds  (as  in  "  pile,"  "  repeal,"  "  tire,"  etc.). 

(£)  The  hooks  may  be  used  for  non-coalescing  L  or  R  in  the  fol- 
lowing cases :  (1)  In  a  few  words  where  legibility  does  not  require 
the  recognition  of  the  vowel  and  a  difficult  combination  is  avoided 
by  the  use  of  the  hook  (as  in  "  figured,"  "  atmosphere,"  etc.)  (2)  In 
the  case  of  a  few  common  prefixes,  like  "col"  and  "cor"  (as  in 
"  collect,"  "  correct,"  etc.).  (3)  In  the  case  of  a  few  common  words, 
like  "  full,"  "  call,"  etc.,  which  require  hooks  in  order  to  facilitate 
phrasing.  All  words  coming  under  these  three  heads  should  be 
specially  memorized,  and  in  the  text-books  are  generally  collected  in 
lists  for  that  purpose. 

9.  Caution. — A  rule  should  not  be  departed  from  for  a  trivial 
reason,  else  the  perception  of  it  is  dulled  and  its  benefit  lost.     The 
advantage  to  be  gained  by  an  exception  should  be  so  apparent  as  to 
cause  no  misgjving  as  to  its  utility.     When  in  doubt,  stick  to  rule. 

10.  With  reference  to  halving  :  The  downward  direction  of  R  or 
L,  when  halved,  indicates  the  coalescence  of  a  following  T  or  D  (as 
in  "  belt,"  "  bailed,"  "  tart,"  "  tarred  ")  ;  the  upward  direction,  when 
halved,  indicates  the  non-coalescence  of  a  following  T  (as  in  "  belate," 


233 

" pirate").  To  indicate  a  following  non-coalescing  D  sound  (as  in 
"bellowed,"  "pallid,"  "  sorrowed  "),  the  upward  directions  and  the 
Du-stem  are  used. 

11.  Utility  of  the  N*curl. — Un  being  a  Left-motion  (Involute)  curve, 
it  joins  awkwardly  with   Right-motion   (Evolute)   circles  in   writing 
such  words  as  "  arson,"  etc.     To  meet  such  difficulties,   and  avoid 
departures  from  the  syllabic  idea,  the  use  of  the  In-curl  is  applied  to 
the  termination  of  outlines  following  circles  (as  in  "  arson,"  "  Mason," 
"frozen,"  etc.).     The  same  restriction  is  placed  upon  its  use  at  the 
end  as  at  the  beginning  of  forms  (as  in  "  enslave,"  "  unseemly,"  "  un- 
surmised ") — viz.:  The  curl   is  used  only  in  connection  with  Right 
circles,  never  in  connection  with  Left  circles.     This  restriction  makes 
it  a  benefit,  without  tincture  of  danger.     For  instance,  it  would  not 
be  used  in  "insight,"  "  unsafe,"  "fas(t)en,"  "reason,"  "  dozen." 

12.  Utility  of  the  Ed=tick. — The  ordinary  treatment  of  the  "ed" 
syllable  (as  in   writing  "  treat-ed,"  "sort-ed,"  "  slight-ed,"  etc.)  either 
necessitates  a  distortion  of  the  primitive  form,  or  a  separation  of  the 
Du-stem.     The  Ed-tick  is  introduced  to  obviate  this  difficulty.     Its 
mission  is  solely  to  avoid  the   reconstruction  of  primitive  forms,  or 
the  disjoining  of  the  Du-stem.     It  is  an  expedient — i.  <?.,  a  last  resort. 
The  following  rules  show  its  restricted  use : 

(a)  The  "  ed  "  suffix  syllable  is  added  by  halving  if  the  primitive 
form  terminates  in  a  full-length  stem  (as  in  "  wait-ed,"  "  recite-ed," 
"  exceed-ed,"  etc.). 

(&)  The  "  ed  "  syllable  is  added  by  the  Du-stem  if  the  primitive 
terminates  in  a  half-length  to  which  the  Du-stem  can  be  legibly  joined 
(as  in  "  need-ed,"  "  separat-ed,"  "  plott-ed,"  etc.). 

(f)  The  "  ed  "  syllable  is  added  by  the  Tick  when  the  primitive 
form  terminates  in  a  loop  (as  in  "  roast-ed,"  "  jest-ed,"  etc.),  or  in  a 
half-length  with  which  the  Du-stem  does  not  join  legibly  (as  in 
"  treat-ed,"  "  fold-ed,"  "  sort-ed  ").  The  tick  is  to  be  preferred  after 
Lut  or  Umt,  as  in  words  like  "  slight-ed,"  "  limited,"  etc.  It  may  be 


234 

written  at  any  angle  ;  and — used  in  the  restricted  way  recommended 
— does  not  seriously  conflict  with  the  "  the  "-tick. 

13.  Circle  Rules  Departed  from  to  Imply  Hooks. — The  simple  circles 
and  loops  are  turned  on  and  between  stems   according  to  certain  well 
defined  rules  (see  page   79).     If  these  rules  are  departed  from,  the 
inference  is  that  the  circle  or  loop  includes  some  hook  sound.     See 
following  line,  and  contrast : 

pace      pains    paves     close       cloves     cleanse  disguise  disgrace 
^ .^ ^ v* ^ ^ J±L.  ....U.. 

CONFLICTING  WORDS   DISTINGUISHED. 

14.  Outside  of  the  lists  of  contracted  forms  herein  presented,  the 
pupil  is  expected  to  generally  secure  needed  distinction  by  applying 
the  simple  principles  laid  down  for  his  guidance,  as,  for  example,  see 
plate  65,  line  1  :  Fire,  fiery,  free  ;   ask,  seek ;   pledge,   apology  ;  fiat, 
fight ;  auction,  caution,     (a)  But  a  few  common  words  defy  ordinary, 
logical   distinctions,  and  to  these   cases   arbitrary  methods   must  be 
applied.     For  example,  "poor"  and  "pure"  are   conflicting  words; 
but,  according  to  phonographic  principles,  both   are   entitled  to  the 
same  form  and  the  same  position.     It  is  not  desirable  to  distinguish 
by  vocalization  except  as  a  last  resort,  therefore  the  form  is  arbitrarily 
varied  by  writing  Pee-Ray  for  one  of  these  words.     This  outline  is 
assigned  to  "  pure  "  because  it  best  suits  its  derivatives,  while  Pee-Ar 
answers  for  the  derivatives   of  "  poor."     See   plate  65,  line  2  :  Poor, 
poorer,  poorly,  poorest ;  pure,  purer,  purely,  purest,  purified,  purifica- 
tion.    (£)  Where   change  of  form   is  not  practicable,  difference  of 
position  is  the  next  resort ;  as,  for  example,  see  plate  65,  line  3 : 
Position,   opposition ;   adapt,   adopt ;    ply,   apply.     (V)     Where  these 
two  expedients  fail  to  secure  needed  distinctions,  then  partial  vocali- 
zation is  resorted  to — the   sign   of  some  distinguishing  vowel  being 
inserted.     For  example,  see  plate  65,  line  3  :  Keep  copy,  occupy. 


235 

PLATE  65. 


15.  As  indicated  above,  the  relative  value  of  these  methods  is  in 
the  order  presented,  viz.:  (1)  Variation  of  outline ;  (2)  difference  of 
position  ;  (3)  partial  vocalization.     Many  of  the  illustrations  about  to 
be  presented  are  systematic  variations  which  have  been  already  in- 
troduced in  the  various  chapters  to  which  they  properly  belong.     For 
purpose  of  ready  reference,  however,  they  are  here  reproduced  in 
connection  with  other  words  covered  by  the  three  headings  previously 
referred  to.     Of  course,  space  restricts  the   number  of  illustrations 
presented,  but  careful  study  of  those  given  should  confer  judgment 
to  handle  similar  cases. 

WORDS  DISTINGUISHED   BY   VARIATION  OF  OUTLINE. 

16.  See  plate   66,  line   1:  Propose-perhaps,   purpose;    highland, 
island ;  market,   marked ;    abundant,   abandoned ;    prosecute,   perse- 
cute ;  (line  2)  prefer,  proffer ;  tenable,  attainable ;  predict,  predicate ; 
idolatry,  adultery;    corporal,    corporeal;    (line  3)    renewed,   ruined; 
personal,    personnel ;    mortal,    immortal ;    moral,   immoral ;    (line   4) 
mature,   immature ;   ingenious,  ingenuous ;   latitude,  altitude ;  gentle- 
manly, gentle,  genteel ;  (line   5)   aptness,  pettiness ;  petrify,  putrify, 
petrified,    putrified ;    patron,    pattern ;    passionate,   patient ;  (line    6) 
placid,  pellucid ;  station,  situation  ;  appropriation,  proportion,  prepara- 
tion ;  approach,  porch ;  oppressor,  pursuer ;  (line  7)  prominent,  pre- 
eminent ;    breath,   birth ;    disease,    decease ;     execrate,    excoriate ; 
monster,   minister,   ministry;    (line    8)    labored,   elaborate;    resume, 
reassume ;  violence,  vileness ;  insult,  insulate ;    impassioned,   impas- 
sionate ;  (line  9)  apportion,  apparition  ;  production,  predication,  pro- 
tection ;  gentleman,  agent ;  stream,  storm  ;  valuable,  available ;  (line 


236 

10)  spread,  support,  separate  ;  Prussian,  Persian,  Parisian  ;  emigrant, 
immigrant;  priced,  prized;  (line  11)  similar,  smaller;  train,  turn; 
total,  detail ;  resemble,  re-assemble  ;  resort,  re-assert. 


PLATE  66. 


WORDS  DISTINGUISHED  BY   POSITION. 

17.  See  plate  67,  line  1:  Permit,  promote;  traction,  attraction; 
anonymous,   unanimous;    admit,   attempt;    unavoidable,    inevitable; 
(line  2)  impatient,  impassioned  ;  there  ought,  there  would ;  humane, 
human  ;  undefined,   indefinite  ;  auditor,   editor ;  peaceable,  possible. 

18.  (a)  A  natural  distinction  is  secured  between  words  like  "  test  " 
and  "  attest,"  etc.,  by  placing  in  the  third  position   the  words  begin- 
ning with  the  vowel  sound  of  the  third-position  light  dot,  and  writing 
the  conflicting  word  in  the  second  or  first   position,  regardless  of  the 


237 

vowel  sound  ;  see   plate   67,  line   3 :    Claim,   acclaim  ;    join,   adjoin ; 
ply,  apply  ;  test,  attest ;  pose,  oppose  ;  prove,  approve. 

(/;)  Where  both  of  two  conflicting  words  begin  with  the  third- 
position  light  clot  sound,  then  one  must  be  thrown  into  the  position 
of  some  other  vowel  sound  of  the  word  ;  see  plate  67,  line  4 :  Adapt, 
adopt. 

0  Words  abounding  in  consonants  need  vowel  assistance  less 
than  words  of  few  consonants ;  and  as  position  is  a  vowel  aid,  it 
follows  that  strong  consonant  forms  do  not  require  positioning  as 
much  as  weak  consonant  forms.  As  a  general  rule,  positioning  is 
confined  to  primitive  words  of  one  or  two  stems  and  their  derivatives, 
derivatives  always  being  given  the  position  of  their  primitives.  See 
plate  67,  line  4;  Back,  backward,  backwardness;  noble,  nobles; 
note,  notable,  notables.  But  primitives  of  more  than  two  stems  may, 
as  a  rule,  be  written  on  the  line,  except  occasionally,  where  exception 
is  required  to  avoid  conflict. 

PLATE  67. 


.\^_ 1      n _. ....__b. I 


--^ \ 


WORDS   DISTINGUISHED  BY  PARTIAL  VOCALIZATION. 

19.  It  goes,  as  a  matter  of  course,  that  a  writer  should  insert  a 
vowel  whenever  lie  thinks  it  necessary  to  the  legibility  of  an  outline, 
if  opportunity  is  afforded.  A  few  of  the  common  cases  are  here 
given.  See  plate  68,  line  1;  Prompt,  permit;  voracity,  veracity; 
inner,  near ;  motion,  emotion;  mission,  emission  ;  (line  2)  infectious, 


238 

inefficacious  ;  honesty,  insight ;  noisy,   uneasy  ;    thus,  this  ;  us,  say ; 
editor,  debtor. 

PLATE  68. 

i.  V    V     Vc^f     v^xf     ^    ^  0-^5 


POSITIVE   AND   NEGATIVE  WORDS. 

20.  A  positive  word  affirms  a  quality  or  condition,  as  "  legal," 
"  necessary,"  etc.  A  privative  prefix,  as  "  il  "  in  "  illegal,"  "  un  "  in 
"  unnecessary,"  etc.,  deprives  the  positive  word  of  its  original  mean- 
ing and  imparts  to  it  a  directly  opposite  one ;  it  is,  therefore,  neces- 
sary to  clearly  distinguish  between  such  words  in  shorthand  writing. 
The  words  formed  by  the  union  of  the  privative  prefixes  are  called 
"negatives,"  because  they  negate  or  oppose  the  meaning  of  the 
primitive.  There  are  a  variety  of  negative  prefixes,  viz.:  "  II,"  "  ir," 
"  im,"  "  in,"  "  un,"  "  an,"  "  a,"  etc.,  all  having  the  meaning  of  "  not," 
when  prefixed  to  the  positive  word.  In  many  words  the  choice  of 
these  prefixes  is  governed  by  euphony,  that  syllable  being  selected 
which  combines  most  smoothly  with  the  initial  sound  of  the  positive 
word.  For  instance,  words  beginning  with  "  1 "  take  the  "  il  "  prefix; 
those  beginning  with  "  r  "  take  the  "  ir  "  prefix ;  those  beginning 
with  "  m  "  take  the  "  im  "  prefix,  etc.  This  will  be  clearly  seen  by 
comparing  the  following  positive  and  negative  words  :  Legal,  illegal ; 
regular,  irregular ;  material,  immaterial.;  noxious,  innoxious  ;  natural, 
unnatural,  etc.  Ordinary  pronunciation  of  the  above  words  shows 
that  the  consonant  of  the  prefix  and  the  initial  consonant  of  the 
positive  word  blend,  and  are  heard  as  one  sound.  This  being  true, 
the  distinction  between  such  positive  and  negative  words  is  that  the 
positive  begins  with  a  consonant,  and  the  negative  begins  with  a 
vowel,  for  example:  "  Logical,"  "  i-logical  ";  "  necessary,"  "  u-neces- 
sary,"  etc.  Therefore,  if  in  the  shorthand  expression  the  initial  vowel 


239 


is  written  or  implied,  it  is  unnecessary  to  repeat  the  consonant.  But 
if  the  initial  vowel  is  neither  written  nor  implied,  then  it  is  necessary 
to  write  the  consonant  of  the  negative  prefix,  as  it  is  the  feature  that 
distinguishes  the  negative  from  the  positive  word.  There  are  several 
ways  of  implying  the  vowel  of  the  negative  prefix.  One  way  is  to 
write  the  negative  word  in  the  position  of  the  initial  vowel,  and  the 
positive  word  in  some  other  position.  Another  method  is  to  utilize 
the  two-direction  consonants  (R  and  L) — writing  them  downward  to 
imply  the  initial  vowel  of  the  negative,  and  writing  them  upward  to 
indicate  the  beginning  consonant  of  the  positive.  This  latter  method 
is  illustrated  by  the  contractions  presented  for  "  regular  "  and  "  ir- 
regular." Still  another  method  is  to  always  write  the  sign  of  the 
initial  vowel  of  the  negative  word.  The  safest  of  these  methods, 
however,  for  the  average  writer  is  to  write  the  consonant  of  the 
negative  prefix,  and  thus  secure  variation  of  form — the  best  of  distinc- 
tions. This  method  favors  syllabic  writing,  and  avoids  violent 
changes  of  primitive  forms ;  it  is,  therefore,  the  one  recommended. 
The  following  words  are  presented  for  practise  along  this  line ;  see 
plate  69,  line  1  :  Logical,  illogical ;  responsible,  irresponsible  ;  re- 
trievable, irretrievable  ;  legal,  illegal ;  (line  2)  moral,  immoral ;  mortal, 
immortal ;  material,  immaterial ;  noxious,  innoxious  ;  (line  3)  natural, 
unnatural ;  necessary,  unnecessary ;  resolute,  irresolute ;  resistible, 
irresistible ;  rational,  irrational.  The  simplicity  of  this  treatment, 
while,  perhaps,  imposing  a  little  extra  tax  upon  the  hand,  finds  ample 
compensation  in  the  extra  mental  quickness  conferred  ;  and  remem- 
ber that  the  hand  always  waits  upon  the  mind — the  mental  action 
precedes  the  manual. 

PLATE  69. 


r 


240 


NAMES  OF   DAYS  OF   WEEK,   MONTHS,   ETC. 

21.  See  plate  70,  line  1  :  Sunday,  Monday,  Tuesday,  Wednesday, 
Thursday,  "Friday,  Saturday,  to-day,  to-morrow,  yesterday  ;  (line  2) 
January,  February,  March,  April,  May,  June,  July,  August,  Septem- 
ber, October,  November,  December  ;  (line  3)  instant  (inst),  ultimo 
(ult.),  proximo  (prox.),  1st  inst.,  2nd  inst.,  evening,  afternoon,  forenoon, 
7th  ult.,  5th  prox. 

PLATE  70. 


.._....    ......  *.  .......  .......  ^...  J.  .....  /^.:±L 


POINTS  OF  COMPASS  AND  DIRECTIONS. 

22.  Plate  71,  line  1  :  North,  south,  east,  west,  northeast,  north- 
west, southeast,  southwest,  northern,  southern,  eastern,  western;  (line 
2)  northward,  southward,  eastward  (easurd),  westward  (wesurd), 
northerly,  southerly,  easterly,  westerly,  northeasterly,  southeasterly; 
(line  3)  northwesterly,  southwesterly,  northeastern,  southeastern, 
northwestern,  southwestern,  northeaster;  (line  4)  southeaster,  north- 
wester, southwester,  downward,  outward,  upward,  inward,  onward. 

PLATE  71. 

<w  )     "^      W      q;~^         ^N    ^        ^   "TV 

JU__L  .......  fl  .................  H  ........  _b  ...........  .....0  ......  .  .....  ..A._...:!l  .....  L_..™  ____  £L 


_. 

!D.  ........  i.... 


EXPRESSION   OF   NUMERALS,   FRACTIONS,  ETC. 

23.  Eight  and  eighteen  are  best  expressed  by  the  Arabic  char- 
acters, as  conflicts  would  result  from  the  use  of  the  shorthand  signs. 
The  other  digits,   and  numbers  up  to   19  inclusive  may  be  safely 
written  in   shorthand ;  see  plate   72,  line  1:1,2,   3,  4,  5,  6,  7,  9, 
10;  (line  2)  11,  12,  13,  14,  15,  16,  17,  19. 

24.  The  syllable  "  ty  "  (as  in  "  twenty,"  "  thirty,"  etc.)  means  "  ten 
times,"  viz.:  20  equals  ten  times  2  ;  30  equals  ten  times  3,  etc.     This 
"  ty  "  syllable  may  be  expressed  by  a  long  stroke  written  in  the  direc- 
tion of  Ru,  and  attached  to  the  digit ;  see  plate  72,  line  3 :  20,  30, 
40,  50,  60,  70,  80,  90. 

25.  The   sign    Und    is    used    to    represent   "  hundred " ;    Uth 
to    represent    "  thousand  "  ;    Mul,    "  million  "  ;    Bu-Len,    "  billion  "  ; 
Tru-Len,   "trillion,"   etc.     These   signs    are    especially   valuable   in 
writing  mixed  denominations   (such   as  1,007,003),  which  are  most 
safely  written  just  as  heard,  viz.:  "one  million,  seven  thousand,  and 
three,"   etc.     For   illustration,    see    plate    72,    line   4:    100,    1,000, 
1,000,000,  20,000,  30,000,000,  100,000,  100,000,000,  3,000,000,000; 
(line  5)  5,000,020,002,  20,040,030. 

26.  Conflict  between  "  dollars  "  and  "  days  "  is  avoided  by  omit- 
ing  the  circle  from  the  outline  for  "  dollars,"  trusting  to  the  remainder 
of  the  phrase  to  indicate  the  plural  idea.     See   plate  72,  line  5  : 
Twelve  days,  twelve  dollars. 

27.  In  phrases  like  "  three  or  four,"  etc.,  the  consonant  sound  of 
"  or  "  may  be  expressed  by  either  Ru  or  the  R-hook,  in  order  to 
facilitate  phrasing ;  see  plate  72,  line  6  :  Three  or  four,  four  or  five, 
five  or  six,  six  or  seven,  seven  or  eight,  nine  or  ten. 

28.  When  occurring  singly,  "  one  "  and  "  six  "  are  more  safely 
written  in  shorthand,  as  the  figures  conflict  with  shorthand  characters 
(Chu,  Ju,  and  Theses). 

29.  In   writing  fractions,   omit  the  dividing  line,  viz :   \,  |,  etc. 


242 


In  case  of  mixed  numbers,  where  only  one  of  the  denominator  is 
given,  omit  the  numerator  and  write  the  denominator  (if  less  than 
ten)  as  a  superior  figure,  viz.:  23  (2^),  58  (5^).  If  the  fraction  is 
one-tenth,  or  more,  both  terms  must  be  written  in  order  to  avoid  con- 
flict with  cents,  which  are  written  with  superior  figures.  Contrast 
the  following:  58  (5#),  508  ($5.08);  3^,  310  ($3.10).  In  writing 
dates,  sink  the  numeral  indicating  year  below  that  indicating  month, 
thus  avoiding  possible  conflict  with  dollars  and  cents,  etc.  Contrast : 
Julyl095;  July,  10"  ($10.95). 

PLATE  72. 


JP 


!r^k_A^] _^£l 


STATES,  TERRITORIES,    FOREIGN    COUNTRIES,    CITIES,  ETC. 

30.  States  and  Territories. —  Plate  73,  line  1 :  Alabama,  Arizona, 
Arkansas,  California,  Colorado,  Connecticut,  Delaware ;  (line  2) 
District  of  Columbia,  Florida,  Georgia,  Idaho,  Illinois,  Indiana,  Iowa, 
Kansas,  Kentucky;  (line  3)  Louisiana,  Maine,  Maryland,  Massachu- 
setts, Michigan,  Minnesota,  Mississippi,  Missouri ;  (line  4)  Montana, 
Nebraska,  Nevada,  New  Hampshire,  New  York,  New  Jersey,  New 
Mexico ;  (line  5)  North  Carolina,  North  Dakota,  Ohio,  Oklahoma, 
Oregon,  Pennsylvania,  Rhode  Island;  (line  6)  South  Carolina,  South 
Dakota,  Tennessee,  Texas,  Utah,  Vermont,  Virginia,  Washington, 
West  Virginia,  Wisconsin,  Wyoming. 


243 

31.  Foreign  Countries  and  Grand  Divisions. — Plate  73,  line  7  :  Cuba, 
Philippines,  Hawaii,  Canada,  Alaska,  Asia,  Austria,  Australia;  (line 
8)  Africa,   Arabia,   Belgium,   Brazil,  China,  Corsica,  Chili,  Central 
America;    (line   9)    Denmark,   Equador,    Egypt,    Europe,    England, 
France,  Germany,  Great  Britain;  (line  10)  Greece,  Haiti,  Honduras, 
Guatemala,  Holland,  Italy,  Ireland,  Japan ;  (line  11)  India,  Liberia, 
Mexico,   North  America,  Netherlands,  Nova  Scotia,  Norway  ;  (line 
12)  New  Zealand,   Portugal,   Paraguay,    Poland,   Patagonia,   Persia, 
Prussia;  (line  13)  Russia,  Siberia,  Spain,  Saxony,  Sweden,  Scandi- 
navia,    Siam ;    (line    14)    Sardinia,    Scotland,     Switzerland,    South 
America,    Sandwich    Islands,    Turkey,    Tunis;    (line    15)    Tuscany, 
Uruguay,  United  States,  Venezuela,  Wales,  Algiers,  Roumania. 

32.  Foreign    Cities. — Plate    73,    line  16:    London,   Paris,   Berlin, 
Canton,   Vienna,   Tokio,   Pekin,   Moscow,  Constantinople,  Warsaw ; 
(line  17)  Calcutta,  Hamburg,  Glasgow,  Brussels,  Liverpool,  Amster- 
dam,   Melbourne,    Milan,    Marseilles;    (line    18)    Munich,    Leipsic, 
Shanghai,  Breslau,   Dresden,   Cologne,  Copenhagen,   Lisbon,  Stutt- 
gart; (line  19)  Rotterdam,   Palermo,  Lucknow,  Barcelona,  Antwerp, 
Dublin,  Hong  Kong,  Montreal ;  (line  20)  Trieste,  Venice,  Havana, 
Yokohama,  Madrid,  Manila,  Christiana,  Dantzig,  Strousburg,  Leghorn. 


244 


PLATE  73. 
STATES,  TERRITORIES,  FOREIGN  COUNTRIES,  AND  FOREIGN  CITIES. 


l_C. 

__™_™N_^TT>/1  „ !S— f- 

g  ^1  /  x-"~^  -J 

^ : p"""^ ~  ^"". 2~V~ 

~r'^"^'"^ ^ ^ r^Y\    , 

I                    •  I      T- 

m.^  1°. ^1 </±r1^>. .Zlr^r. !Z -..  kr.... 

_  .  -v-r- ^-:- 

to,d.. 


I 

J 


S 

( 


245 

33.  Cities  and  Towns  of  the  United  States — Plate  74,  line  1 :  Albany, 
Altoona,  Alexandria,  Alexander,  Allegheny,  Alliance,  Anderson,  An- 
sonia ;  (line  2)  Asheville,  Atchison,  Athens,  Atlanta,  Toronto,  At- 
lantic City,  Attleboro,  Auburn,  Augusta,  Aurora;  (line  3)  Austin, 
Baltimore,  Baton  Rouge,  Battle  Creek,  Bethlehem,  Bellaire,  Butler, 
Beverly,  Binghamton ;  (line  4)  Birmingham,  Bloomington,  Boston, 
Bridgeport,  Bristol,  Buffalo,  Brooklyn,  Brookline,  Brownsville  ;  (line  5) 
Bruceville,  Burlington,  Cairo  (111.),  Cairo  (Egypt),  Carlisle,  Chatta- 
nooga, Chelsea  Cheyenne,  Shiloh ;  (line  6)  Chicago,  Cincinnati, 
Cleveland,  Columbia,  Concord,  Council  Bluffs,  Covington,  Charleston ; 
(line  7)  Cumberland,  Danville,  Danvers,  Denver,  Davenport,  Defiance, 
Des  Moines,  Detroit,  Dunkirk ;  (line  8)  Edgewater,  Elgin,  Elizabeth, 
Evanston,  Emporia,  Evansville,  Fall  River,  Florence,  Fort  Madison  ; 
(line  9)  Fort  Scott,  Fort  Wayne,  Fort  Smith,  Fostoria,  Fresno,  Gaines- 
ville, Galesburg,  Gloversville  ;  (line  10)  Galveston,  Gloucester,  Hack- 
ensack,  Hoboken,  Hagerstown,  Hannibal,  Harrisburg ;  (line  11) 
Hartford,  Haverhlll,  Hazelton,  Helena,  Holyoke,  Hornellsville,  Inde- 
pendence, Indianapolis;  (line  12)  Janesville,  Jeffersonville,  Jefferson 
City,  Jersey  City,  Kalamazoo,  Kingston,  Kansas  City,  Kenosha, 
Keokuk;  (line  13)  Knoxville,  Lawrence,  Louisville,  Leavenworth, 
Manchester,  Mansfield,  McKeesport,  Memphis  ;  (line  14)  Middletown, 
Mobile,  Milwaukee,  Montgomery,  New  Orleans,  New  Brunswick, 
New  Haven  ;  (line  15)  New  York,  Nashville,  Newark,  Norristown, 
Norfolk,  Norwich,  Omaha,  Orange,  Oswego ;  (line  16)  Ottumwa, 
Ogdensburg,  Paducah,  Parkersburg,  Paterson,  Peoria,  Peru,  Passaic, 
Peekskill;  (line  17)  Petersburg,  Pittsburg,  Philadelphia,  Portland, 
Portsmouth,  Providence,  Pueblo,  Rahway,  Rochester,  Roanoke; 
(line  18)  Rock  Island,  Rockland,  St.  Cloud,  St.  Louis,  Sacramento, 
San  Francisco,  Santa  Fe,  Saratoga,  Schenectady,  Sioux  City;  (line 
19)  Shenandoah,  Syracuse,  Titusville,  Union.  Uniontown,  Vicksburg, 
Valparaiso,  Wilkesbarre ;  (line  20)  Waukesha,  Williamsport,  Wil- 
mington, Watertown,  Yonkers,  Zanesville,  Woonsocket,  Ypsilanti, 
Washington,  London. 


246 

PLATE  74. 
CITIES  AND  TOWNS  OF  THE  UNITED  STATES. 


247 


CHAPTER    XVI. 


ALPHABETICAL   ARRANGEMENT  OF  WORD  SIGNS,   ETC. 

1.  In  the  various  chapters  will  be  found  word  signs,  etc.,  arranged 
in  order  of  the  Phonographic  alphabet,  and  if  the  student  has  com- 
plied with  the  suggestion  of  par.  30,  page  70,  he  will  possess  a  list 
grouped  according  to  the  principle  involved,  specially  convenient  for 
the  reader  of  unkeyed  Phonography.     An  additional  presentation  of 
the  word  signs,  etc.,  is  here  given  in  tabular  form,  specially  designed 
for  reference  while  writing,  the  words  being  arranged  in  the  order  of 
the  Roman  alphabet.     The  list  has  been  swelled  by  a  few  desirable 
forms,  as  well  as  by  a  few  outlines   introduced  for  purpose  of  com- 
parison. 

2.  Where  the  same  sign  is  presented  for  two  or  more  words, 
there  need  be  no  fear  of  legitimate  conflict,  and  the  student  should 
feel  no  timidity  in  using  it.     The  practise  would  not  be  recommended 
if  experience   had  not  demonstrated  its  safety.     The  context  will 
guide  in  determining  the  word  to  be  read,  as  it  does  in  longhand  in 
cases   of  words  spelled  alike,  as   "read,"   "  row,"  "tear,"  etc.,  viz.: 
"  They  may  tear  the  paper,"  "  She  dropped  a  tear,"  "  She  may  read," 
"  They  have  read,"  "  Jacob  may  take  the  oars  and  row,"  "  They 
caused  a  row."     Where  the  context  cannot  be  depended  upon  to 
distinguish,  words  having  the  same  form  are  placed  in  different  posi- 
tions, without  regard  to  their  vowels ;    for  instance,   "  do "  in  the 
second  to  distinguish  it  from  "  had  "  in  the  third.     Many  words  like 
"may,"  "  me,"  "  at,"  "  by,"  etc.,  are  introduced  in  most  text-books 
among  the  word  signs.     But  as  they  are  full  forms  and  written  in 
their  vowel  position,  they  are  here  omitted  as  unnecessarily  swelling 
the  word-sign  lists.     In  this  connection,  the  student  should  remember 
that  single-stem   forms  (whether  simple,   like    Pu,  or  a  group-sign, 
like    Pus)    should    be   written    in    vowel    position    unless    otherwise 
specified. 


248 


PLATE  75. 

WORD  SIGNS    ALPHABETICALLY  ARRANGED. 


Angel        f 

Appearance  —  V- 
Ability_  JL  
Alone      r* 

Because  .11°.... 

Com  mon  ...:_^/.._ 

Child         r 

A  we-Al  ready.  
All            x 

Belief-ve      ^° 

Beyond.... 

Children.  ./    . 

About 

Again 

Barrel  _\  
(Bushel)      \  ) 

Circumstance...J_ 
Company  ) 
(Co.)      f    

Care        c  —  

V 

A 

Above       \ 

An-And 

Amount     ^ 

Been           ^ 

Arrive          >? 

(Account)  ^_ 

Average.  t  

Acknowledg^-^ 
-ment         / 

Before         v 

Cared       c- 

(Leave)      LJ^ 

Behind 

Call        °~ 

Accord-ing  c- 

Begin 

Called  J~  

Advantage    / 

Astonish 
-ment        i__^. 

Begun.  .  .  —  3  ... 

Court  ,.    .CT.  

Assure          T 

As  it  ).  

Began.  

Can         —o 

Advertisement  I 
Any 

As  well  as    L_ 

Bank  v  

Bankrupt    \ 

Cannot  —  -^ 

As  much  as     ^ 

Correct 

Are           / 

Able  to      S. 

Bankruptcy  \ 
W 

Beginner       ^  • 

Collect  c  — 

As 

At  our         1 

Cheerful-ly     £ 

As-has  As-is.....a.... 
Awhile  ST..  
Aware  _/  
Await         ^ 

At  all  p  
At  once       i 

Balance      \ 

(D) 
Dollar        '  .. 

By  all        ^ 

d 

Appropriate  % 

Board        <\ 
Build-t       * 

Do             1 

x 

(B) 
But          i 

1 

Doctor       '  

After         v 

(0 
Could..  

Dear          1  

Appear         "X 
\ 

Be.  \  

During.  1  

PLATE  76. 

WORD  SIGNS. 

(Continued.) 


Difficutlt-y...c_ 

Differ-ent      i 
-ence  .  .     I 

Formal  ..\cix  

Had  i... 

o 
Is-as  is-rus 

Form  er__V<^4—  - 
Favor          ^x 

Had  not  

o 

His_ 

Infer            \^ 

Defendant      I 

Inferred        X. 

Did  not  ..J.  _ 

Familiar 
-ity  \^r^.... 

Has     ...  o 

Inference._^X^ 
Into        ^"^1 

Do  not        J 

Forget       L. 

Has-as  has-his.  o 

(E) 
Ever  .V-  

«x. 
Forgot  V  

Hundred  ~~>_  
Hand.... 

consequence  
Inexperience—  *.._ 
Information 

ex 

Forgive-n  .  .*—  ' 

Every         _J 

Further.     C~N\ 

However  v   ..... 
Flow. 

Entire 

(G) 
Give-n  . 

In  order  to 

Embarrass  x*    "•& 

Him        ^ 

Irregular 
-ity       _i  

Equal-ly 

He.  .. 

Is  it  ) 

Equality 

Gives 

His  own 

In  our.  

\ 

Experience.... 

Good  _  .. 

In  all  „ 

Establish 
-meat  1  

Eon.  ...    ^     _ 

Guard 

Indispen-     ,0 
sable  o  .  . 

•—jar— 

Great  .       <- 

Itseil  1.  
Influence  

Intelligent  ...ST  . 

General-ly     J 

Intelligence.....^! 

(J) 
Junior         / 

Fact 

On  linn         «• 

Issue     .  ..)  

First          o 

Gentleman 

[mportancel^^ 
Important.-'—  

Full-y        <L 

J 

Gentlemen  J.  

(H) 
Hope    \ 
Happy  [  .\.  

Have  .s  — 

Impossible  ^-& 
-itv 

J                cf 

(K) 
Knowledge-  -T/... 

Large  _  /  

Follow      _^r 

T         y 

Improve 

From        °^ 

Improved_<nr^o  

0 

Is 

For  our       ^\ 

249 


PLATE  77. 

WORD  SIGNS. 
(Continued,) 


Langu  age._.  N^._. 
Long 

Manufao-^. 
turer  ..  .         V. 

Of  it 
(ov  it).  S:  

Objection  ....\  
Objective  \  . 

(P) 
Party.  _.  \  _ 

Put 

Manufao—  ^t    \ 

tory              v/ 

Of  their     \ 
(ov  thr)  _     >^_ 

Lord 

Machinery    J/ 

On  . 

Larger.  .9.  

Longer...... 

Manu- 
script    ^~"         \ 

On  l".      ..  .. 

Manner.__....s_^.  

W 
Next  ^&  

On-to.  A 

Legislature,  d 

Onward          .    . 

Pleasure      J 

Last  week  /^  —  . 

Often  (ofn)  ^ 

Prove        JSj 

Enlarge.....  ^/.... 

New.  .v^_-x.  

(Even)    ^ 

Professor.  _^i  
Particular......^.  
Part          f\ 

Enlarged  ._ 

Now       ^^\ 

Over        ^ 

(M) 
Mr.          ^ 

Nature  ^  

Offer        ^ 

Natural-ly.  ^ 

One           ^ 

Plaintiff       S 

Mere 

r 

Not  ' 

(When)      ^ 

Position       \, 

Murder    <?  —  N 

Near)        ^s 
Nor  5 

Other.  ^  

Possession  \^._ 

More        £~s 

Number.......c\.  
Neither 

Ouffht 

Purpose       \ 

Martyr 

Ought  (to)      6 
have  

Publish  I        \ 
Public    \.  V  

Publication...\.  

Million 

Neverthe-    .^ 
less        ^d 

O-oh-owe..  .    i 

Much  /  

Movement 

Notwith-     ^ 
standing  _X.  

s  —  ~\ 
Never       _    x_ 

Opportunity..    ..... 
Own  .. 

\) 

Publisher      \^  . 

Proper         \  ... 

May  have.._./^>._.. 

May  be      ^^ 

Next  week.v^  — 

Owned 

c\ 

Propertv       \  -. 

(0) 
Of 

Opinion  2  

<\    1 
Propriety....._\_  

Politics  ...<hr±  

May  not      ^ 

Opposition  J?._. 

Object  \.  
50               / 

lvianutac~/  ~~  —  i 
ture              V 

Of  all        Q 
(ovawl)      Ss 

Peculiar-ity..\  

2 

251 


PLATE  78. 

WORD  SIGNS. 

Continued 


(Q) 

Quite  

Several      v^ 

The  "...   . 

Transgress  J\ 

Quality          I 

Supt. 

To  be  v  
Together  
Think          ( 

Transform  q 

Qualify  X_. 

Shall  J_  

Transpor-   F^ 
tation    1  ^^~>- 

(R) 
Real  Egtate.c/f.. 
Read          ^ 

Sure-ly      JJ 

This  week.__C_ 
Turn         I/5 

Somewhat 

Thank       ) 
Thousand.).../.... 

Them           C 

Short            y 

(u) 

United  States.^. 
Use  (noun).    \     . 
Us            1_ 

Rail         c/ 

Secure 

Though        ( 

Raihvay    c/^ 

Skill         !± 

These        ^° 

Remember  ~\~ 

Scale.  .^_  

This  C_.._  

Remem-      <^ 
brance         ^ 

School 

Those        ( 

Use  (verbl....)  
Under        ^ 

Remark 

°\ 
Surprise  J2  

English  )  ^ 
Thing     (.... 

Regular-ity  y 

Spirit 

That           ( 

Usual-ly     _J 

Represent    /\ 

Southern  £  
Satisfaction  P  
Subject.  \  
Subjection  \.... 
Subjective...\  

(T) 
To 

Thought 

Upon         \ 

Represen-      . 
tation..  ./  o. 

Tiin 

Tell  (           1 

(v) 

Very  _.!^i  _... 
Value       C 

Represen- 
tative  */.\>.. 

Told.  L  

Toward       q 
Their    ~j  •;•"' 
There      \      ) 

Regard..  _Z...  

Regret      s 

Valued 

Rather  _      / 

They  are) 
They  have     () 

«.  - 

(w) 

Who           y 

Return      -v/5 

Throughout 

(s) 

Should        / 

Too          v  

„.._ 

There  were.....).... 
There  ought...?... 
There  would...  !),. 

Whom 

Two 

Whose.  \  _ 
Wish          -J 

Satisfactory.....?.... 

Time  t±i  

PLATE  79. 

WORD  SIGNS. 

Continued 


Will  (verb)    f 

Why       5 

Whenever_._TA^_.. 

Which  are     j 

Will  (nounljC. 
Was           ) 

Way.  ^  
While        f 

Whoever   ) 
Who  have  )—  j£  — 

We  will        f 

Which  were....?  _ 
Writer    -v 

Which     ._/ 

Where      <*/. 

We  may 

Would  it  not   p 

Without       C 

When_    <z~^ 

We  can 

J 
Were  not    </> 

Within         t 

Want  .      ^ 

Withheld      .£_ 

c/> 
We  are  not 

We-with 

Word     c*r  "5 

Withhold    s( 

(0 

We  will  not_ 

Were          c 

Withal       ( 

Withstand     j> 

Will  have    (* 

What 

Whatever    V. 

Withstood...  V 

Whether  ^\ 

Would        a 

Whichever    I 

With  all  .    ( 

World   t^L. 

Year  ..      r 

Your...    __.£_. 

You  __. 

Yet  .. 

TICK,  CIRCLE    AND  SEMICIRCLE  PHRASES. 


Of  the_ 

And  how 

As  to  .      J?  .     .. 

With  his-us^...!.... 

Or  the_...    .1-  

On  a-an 

As  to  the...  —5  

And  we    I      -c 
And  with( 

To  the  „    > 

On  the     -    

Of  his-us 

But  we     I 
]5ut  were  )     ± 

But  the_     t- 

Should  the  .^. 

To  his-us    ~v>  

And  you       ^ 

Of  a-an       ^  

Is  the    _     ^ 

And  is-his.  

And  you) 
should  )  —  **  — 

To  a-an      ,\_ 

He  is      / 

And  as-has.-  -o  ... 

But  you       K 

And  he 

On  his-us 

Is  as   i         o 
Is  his  ' 

But  you  ) 

And  who..  ._-/  .... 

He  has        <s  

As  is     } 
As  has  f      _o 

And  I  ?    - 

And  the 

Has  the  \ 
As  the    \     xo 

Who  are     2 

You  and  I    ^.^ 

And  a-an  ,  
And  to.  r\... 

Has  a-an) 
As  a-an  —  \...  a.  

Is  a-an__. 

Whoever  \ 
Who  liavef.  „.«.... 

Ought   r  "t" 

(to)  have  L- 

252 


253 

3.  Where  the  same  outline   stands   for   several   different  words 
which  differ  simply  in  their  terminations,  such  terminations  are  ap- 
pended with  a  hyphen,  instead  of  writing  each  word  in  full,  viz.: 
Differ-ent-ence. 

4.  The  word  signs  and  contractions  should   be   so  thoroughly 
memorized  that  they  can  be  written  at  a  high  rate  of  speed,  and  read 
without  hesitation. 

5.  The  form  for  "  read  "  given  on  page  251  represents  the  present 
tense ;  the  past  tense  of  "  read  "  is  represented  by  Ru-Du-2,  for  sake 
of  distinction. 


CHAPTER   XVII. 


MISCELLANEOUS   PHRASES. 

1.  The  phrases  in  plates  80  to  85  are  those  which  are  liable  to  be 
encountered  in  ordinary  dictation,  and  should  be  thoroughly  familiar- 
ized.    Copy  them  from  the  plate,  verifying  by  reference  to  the  keys. 
Then  write  them  from  the  keys  (from  dictation  if  possible),  verifying 
by  comparison  with  the  notes  in  the  plates.     Thus,  not  only  will 
valuable  phrases  be  acquired,  but  knowledge  of  the  word  signs  be 
strengthened — the  phrases  being  largely  combinations  of  word  signs. 
Before    engaging   in   this    practise,   carefully    study   the    following 
paragraphs. 

SPECIAL   PHRASING   EXPEDIENTS. 

2.  The  coalescent  Yuh  written  on  the  line  for  "  you  "  and  beginning 
a  phrase  may  be  joined  as  a  hook  to  any  descending  stem  without 
danger  of  being  read  for  an  L  or  an  R  hook — as  under  such  circum- 
stances no  one  of  the  three  vowel  positions  would  cause  the  hook  to 
rest  upon  the  line.     See  plate  80,  line  1,  and  compare:  Dry,  dray, 
drew,  you  had  ;    three,  throw,  threw,  you  say.      Of    course,  there 
would  be  risk  attending  the  extension  of  this  idea  to  "  you  "  in  the 
middle  of  phrases,  as  in  ""  if  you  do,"  etc.     However,  Yuh  may  be 


254 

turned  as  a  hook  upon  the  back  of  a  curved  stem  uiuler  any  circum- 
stances, as  the  R  or  the  L  hook  never  occurs  in  such  situations ;  see 
plate  80,  line  1 :  If  you  have,  do  you  have,  do  you  think,  do  you 
know. 

3.  No  conflict  results  from  joining  Weh  (representing  "  we  ")  as  a 
hook  to  Ku   in  the  phrase  "  we  can  "  and  derivative  phrases ;  see 
plate  80,  line  1  :  We  can,  we  cannot.     Confine  the  practise  to  these 
two  phrases. 

4.  "  We,"  "  with,"  and  "  you  "  may  be  joined  at  the  end  of  phrases, 
and  the  "  you  "  semicircle  may  open  upward  or  downward  as  the 
joining  requires.     See  plate  80,  line  2 :  Sent  you,  remit  you,  if  you 
think,  if  you  are,  when  we,  when  we  have,  when  you,  when  you  have, 
together  with,  connect  with  the. 

5.  Ordinarily  the  use  of  more  than  one  sign  for  a  word  is  ob- 
jectionable, as  productive  of  hesitation  and  consequent  loss  of  speed. 
In  a  few  cases,  however,  it  is  found  desirable  to  reconstruct  current 
forms  to  meet  the  requirements  of  valuable  phrases,  on  account  of 
the  great  gain  in  facility  of  writing.     The  common  examples  given 
here,  as  well  as  such  as  may  be  extemporized  by  the  reporter  to  meet 
the  emergencies  of  his  practise,  should  be  thoroughly  memorized. 
See  plate  80,  line  3 :  Sometimes,  in  response,  in  reply,  there  ought, 
there  would,  at  once,  at  all,  at  all  events,  at  any  rate  (atnrate),  of  all 
(ovall),  of  it  (ovit),  with  all,  which  are,  which  were. 

PLATE  80. 


255 

PHRASES  WITH   WORDS  OMITTED. 

6.  In   the  following  phrases,  the  words  and  syllables   placed  in 
parentheses    may   be    safely    omitted    if   the    resulting   outlines  are 
memorized;  see  plate  81,  line  1  :  According  (to)  the,  according  (to) 
your,  in  connection  (with)  the,  in  regard  (to)  the,  days  (of  the)  month, 
days  (of  the)  week,  days  (of  the)  year,  one  (of)  them,  many  (of)  them, 
some  (of)  them  ;  (line  2)  ought  (to)  have,  ought  (to)  have  been,  there 
ought  (to  have)  been,  there  would  (have)  been,  more  (or)  less,  sooner 
(or)  later,  in  (con)sequence,  one  (of)  the  most,  years  (of)  age.  " 

TITLES,  STYLES,  AND   INTERSECTED   PHRASES. 

7.  See  plate  81,  line  3  :  Secretary  (of)  State,  Secretary  (of)  War, 
Secretary  (of  the)  Treasury,  Secretary  (of)  Agriculture,  Secretary  (of 
the)  Navy,  Secretary  (of  the)  Interior),  Postmaster  General,  Attorney 
General,  Board  (of)  Trade,  Board   (of)   Directors.     In  writing  inter- 
sected phrases,  strike   Tu   through    an    outline   for   "committee"; 
Du-Prt  for  "  department  "  ;  Us-Iss-Eshon  for  "  association  "  ;  Us  for 
"society";  Ku  for  "company."      See  plate   81,   line  4:    Finance 
Committee,  Navy  Department,  War  Department,  Treasury  Depart- 
ment, Executive   Committee,  Executive  Department,  Postoffice  De- 
partment, Bar  Association  ;  (line  5)  Bible  Society,  American  Express 
Company,  Adams  Express  Company,  United  States  Express  Company, 
Philosophical  Society,  Legal   Department,  Building  and  Loan  Asso- 
ciation. 


... 


256 


SEE  PLATE  No.  82. 

8.  Line  1  :  All  over  the  country,  and  it  was,  and  there  was,  as  a 
matter  of  fact,  as  a  matter  of  course,  as  a  matter  of  principle,  as  a 
matter  of  right ;  (line  2)  as-has  not,  as  well  as,  as  long  as,  as  soon 
as,  as  soon  as  possible,  as  far  as,  as  far  as  possible,  as  fast  as,  as  fast 
as  possible ;  (line  3)  as  is,  as  the-he,  as  a,  as  to,  as  to  the,  as  to 
please,  as  to  make,  and  is-his,  and  as-has,  and  is  the,  and  as-has  the; 
(line  4)  anything  else,  anyone  else,  no  one  else,  always  been,  at 
maturity,  at  hand,  at  once ;  (line  5)  at  all,  at  all  times,  at  the  same 
time,  at  some  time,  at  some  other  time,  at  some  time  or  other,  at  any 
time,  at  one  time ;  (line  6)  any  further  information,  but  if,  but  if  not, 
by  all,  by  all  means,  by  that  time,  by  this  time,  Board  of  Counsel ; 
(line  7)  Board  of  Trade,  Board  of  Education,  Board  of  Directors, 
Board  of  Freeholders,  Board  of  Trustees,  Bondholders,  be  kind 
enough  ;  (line  8)  cannot,  cannot  be,  can  be,  could  be,  could  not  be, 
calls  for,  carload,  car  lot ;  (line  9)  certain  that,  did  not,  did  not  know, 
did  not  intend,  did  not  understand,  do  not,  do  not  know,  do  not  in- 
tend, do  not  understand,  either  of  them,  each  of  them;  (line  10)  few 
days  ago,  for  it,  for  it  is  not,  for  there-their,  for  there  is,  for  there 
are,  for  the  present,  further  than,  for  some  time  ;  (line  11)  for  such 
as  are,  Free  on  Board  (f.  o.  b.),  first  class,  first  inst.,  fulfill  their, 
greatly  oblige,  greater  than,  give  the  matter;  (line  12)  great  deal  of, 
has-as  not,  hundred-weight,  how  long,  how  much,  how  many,  how  far, 
has  not  known,  had  not  been  ;  (line  13)  have  there-their,  have  seen 
their,  has  been,  he  will  be,  he  was  not,  I  was  not,  he  would  be,  who 
would  be ;  (line  14)  he  would  not,  who  would  not,  I  would  not,  I  was 
not,  I  think,  I  think  there  is,  I  am  sorry,  I  am  sorry  that  the ;  (line 
15)  I  am  sure,  I  am  sure  there  is,  I  am  aware,  I  am  aware  that  the, 
I  am  certain  that,  I  am  very  sorry  that;  (line  16)  I  am  very  certain 
that,  I  will,  I  will  be,  I  will  not,  I  will  not  be,  in  reply,  in  response ; 
(line  17)  in  receipt,  in  respect,  in  reply  to  your  letter,  in  receipt  of 
your  favor,  I  am  in  receipt  of  your  favor,  I  am  in  receipt  of  your 
letter,  I  am  in  receipt  of  your  valued  favor;  (line  18)  in  regard,  in 
regard  to  the,  in  regard  to  the  matter,  in  regard  to  your  request,  I 
have  your  request,  I  received  your  favor ;  (line  19)  I  have  your  valued 
favor,  I  have  always,  I  will  always,  I  will  always  be,  I  will  take 
pleasure,  I  trust  you  will,  I  trust  that  you  will ;  (line  20)  I  beg  to  say, 
I  beg  to  state,  I  beg  to  advise,  I  beg  to  advise  you,  I  hope,  I  hope 
you  will,  I  hope  that  you  will. 


257 


PLATE  82. 
MISCELLANEOUS  PHRASES. 


"E 


13. 


-1-. (_ 

-, ./  v- — v/S 


18,. 
19,. 
20. 


258 

SEE  PLATE  No.  83. 

9.  Line  1:1  have  been,  I  have  not  been,  I  will  see,  I  did  not 
understand,  I  do  not  understand,  in  order  to,  in  order  that,  in  order 
to  make ;  (line  2)  in  order  that  they,  in  order  that  the,  in  order  that 
you  may,  in  order  that  you  can,  in  order  that  there  may  be,  if  it,  if  it 
is  not,  if  it  has  been ;  (line  3)  if  there-their,  if  there  is,  if  there  are, 
if  you  have,  in  every  respect,  in  which  case,  in  such  case,  in  as  much 
as ;  (line  4)  in  all  cases,  in  such  cases,  in  the  matter,  in  the  other,  in 
consequence,  if  he  was,  in  every ;  (line  5)  in  every  way,  in  the  way, 
in  the  price,  in  this  city,  in  some  respect,  in  some  cases,  in  some 
places ;  (line  6)  enclosed  please  find,  in  there-their,  in  all,  in  all  their, 
in  the  most,  is  just  received,  is  not,  is  as,  is  to  be,  is  at  hand,  is  the- 
he;  (line  7)  it  should  be,  it  should  not  be,  it  should  not  have,  it 
should  not  enter  into,  it  was,  it  is,  it  has,  it  is  impossible  ;  (line  8)  it 
is  not,  it  has  not,  just  received,  kind  regards,  later  than,  lighter  than, 
longer  than,  let  us ;  (line  9)  let  us  not,  let  us  know,  let  us  hear,  let 
us  hear  from  you,  let  us  be,  let  us  make,  let  us  proceed ;  (line  10) 
leave  them,  leave  their,  much  of  them,  must  be,  must  proceed,  must 
always,  more  than;  (line.  11)  might  not  be,  may  not  be,  no  matter, 
not  only,  nothing  else,  nothing  less  i  (line  12)  nothing  else  than, 
nothing  less  than,  or  if,  or  if  not,  of  it,  of  its  own,  of  their,  of  all,  of 
all  the ;  (line  13)  of  which,  of  which  you  will,  of  which  you  can,  of 
which  you  have,  of  such,  of  them,  of  our,  ought  (to)  have,  ought  to 
have  been  ;  (line  14)  older  than,  on  hand,  on  the  contrary,  our  line, 
per  yard,  stock-yard,  farm-yard;  (line  15)  barn-yard,  back-yard, 
square-yard,  yard-stick,  door-yard,  railroad-yard;  (line  16)  please 
have  the,  please  advise,  please  advise  us,  please  advise  them,  please 
find,  please  find  enclosed;  (line  17)  price  list,  return  mail,  reply  (ing 
to)  your  letter,  reply  (ing  to)  your  favor,  respectfully  yours,  receive 
their,  resign  their;  (line  18)  reclaim  their,  some  other,  some  other 
place,  some  other  time,  some  other  reason,  sooner  than ;  (line  19) 
sooner  or  later,  so  many,  so  that,  so  that  you  may,  so  that  you  will, 
so  that  there  may  be,  so  that  you  will  not  be,  so  there  is,  so  as  to  be, 
so  as  not  to  be ;  (line  20)  so  as  to  make,  shareholder,  officeholder, 
stockholder,  second  inst,  second  place,  several  times,  several  days 
ago. 


259 

PLATE  83. 

MISCELLANEOUS  PHRASES. 


•£L  jf. 


/^~_^  ^"7\  ^?~\  f?\ 


SEE  PLATE  No.  84. 

10.  Line  1  :  Several  months  ago,  some  months  ago,  some  time  ago, 
some  days  ago,  some  years  ago,  since  that  time ;  (line  2)  so  far  as, 
so  far  as  you  are,  should  not,  should  not  think,  should  not  be.  should 
not  have,  should  not  do,  should  not  expect;  (line  3)  such  as  will, 
such  as  may,  they  have,  they  have  not,  they  have  not  been,  they  have 
received,  they  have  not  seen,  they  will  not,  they  will  not  be,  they  will 
be ;  (line  4)  they  are,  there  are,  there  are  not,  they  are  not,  there 
should  be,  there  should  not  be,  there  can  be,  there  could  not  be, 
there  ought  to  be  (ther-awt  to  be),  there  would  be  (ther'd  be) ;  (line 
5)  there  would  not  be,  there  ought  not  to  be,  this  line,  there  is  noth- 
ing, through  there-their,  the  other,  the  other  day,  that  it  is,  that  it  is 
impossible,  that  he  was,  throughout  the,  thus  far  ;  (line  6)  that  you  will, 
that  you  will  not,  that  you  will  do  so,  that  you  can,  that  you  cannot,  that 
you  could,  that  you  could  not,  that  you  have ;  (line  7)  that  you  may,  that 
you  may  as  well,  that  you  are,  that  you  are  not,  to  have  the,  to  think 
the,  to  please,  to  believe,  to  save,  to  save  the ;  (line  8)  to  leave  the, 
to  arrive,  to  sell,  to  run,  to  make  the,  to  do,  to  do  so,  to  build,  to  be 
built-to  be  able  to,  unless  it  is  ;  (line  9)  very  certain  that,  very  badly, 
very  respectfully,  very  respectfully  yours,  very  truly,  very  truly  yours, 
very  little,  very  moderate;  (line  10)  very  small,  very  likely,  we  are, 
we  are  ready,  we  are  aware,  we  are  aware  that,  we  are  aware  that 
you  are  ;  (line  11)  we  are  able  to  think,  we  are  able  to  make,  we  are 
sorry,  we  are  sorry  that,  we  are  sorry  that  you  are,  we  are  inclined  to 
think  ;  (line  12)  we  must,  we  must  not,  we  would,  we  would  not,  we 
would  not  be,  we  would  be  pleased,  we  shall  be,  we  shall  be  pleased, 
we  were,  we  were  not;  (line  13)  we  hope,  we  hope  that,  we  hope  you 
will,  we  hope  that  you  will,  we  hope  that  you  are,  we  can  be,  we  can- 
not be,  we  can  make  ;  (line  14)  we  are  forced,  we  are  not  ready,  we 
fear  you  will,  we  must  ask  you,  we  would  be  glad,  we  have  forwarded, 
who  would  not,  he  would  not,  I  would  not ;  (line  1 5)  who  have,  ought 
to  have,  who  have  been,  ought  to  have  been,  who  will  be,  will  have, 
will  have  been,  will  call  on  you,  will  be;  (line  16)  will  be  able,  will 
be  able  to,  will  be  seen,  will  be  done,  will  be  rented,  will  be  renewed, 
will  be  ruined,  will  be  rendered  ;  (line  17)  we  will  be,  we  will  be  sure, 
we  will  be  pleased,  we  will  be  glad,  we  will  be  ready,  we  will  forward, 
we  will  call  on  you  ;  (line  18)  we  will  procure,  we  will  do  so,  we  will 
not  be,  we  will  not  make,  we  will  not  say,  we  will  take  pleasure,  will 
there  be,  which  of  them ;  (line  19)  which  will  be,  which  is  not,  which 
have  been,  when  there-their,  when  there  is,  while  there-their,  while , 
there  is,  with  all  the,  whether  or  not ;  (line  20)  with  your  permission, 
you  must,  you  must  not,  you  must  receive,  you  must  be,  you  must 
have,  you  should,  you  should  not. 

260 


261 

PLATE  84. 

MISCELLANEOUS  PHRASES. 


/vTT^k rxra  — 


262 

SEE  PLATE  No.  85. 

11.  Line  1 :  You  should  not  think,  you  should  not  be,  you  should 
not  have,  you  should  not  expect,  you  should  not  do  so,  you  should 
not  forget,  you  will  not,  you  will  be  ;  (line  2)  you  will  perceive,  you 
will  have,  you  can  do  so,  you  cannot  do,  you  could  not  do,  you  may  as 
well,  you  might  as  well,  you  may  require ;  (line  3)  your  favor,  yours  truly, 
yours  very  truly,  yours  very  respectfully,  your  own  business,  your  own 
affairs,  your  own  account,  your  own  time,  your  own  knowledge ;  (line 
4)  your  price,  your  letter,  your  reply,  at  present,  I  did  not  think  that, 
I  do  not  think  that,  we  have  always  been,  we  will  always  be ;  (line  5) 
you  must  always,  above  all,  above  all  things,  business  man,  but  there 
can  be,  and  there  can  be,  but  you  should,  and  you  should,  again  and 
again ;  (line  6)  about  which,  although  there  is,  our  statement,  your 
statement,  as  early  as,  as  early  as  possible,  as  good  as,  as  great  as, 
Atlantic  Ocean,  Pacific  Ocean,  transatlantic;  (line  7)  defendant's 
counsel,  plaintiff's  counsel,  best  of  your  recollection,  best  of  my  recol- 
lection, bill  of  lading,  bill  of  sale,  bill  of  exchange,  bills  of  lading, 
bills  of  exchange ;  (line  8)  bill  of  particulars,  certain  extent,  constitu- 
tion of  the  United  States,  do  you  know,  do  you  know  that,  do  you 
mean  to  say,  during  that  time,  extra  session,  ever  have  been,  have 
ever  been ;  (line  9)  from  your  own  knowledge,  great  number  of, 
greater  or  less,  greater  or  less  degree,  half  an  hour,  here  and  there, 
hither  and  thither,  out  of  town,  down  town  ;  (line  10)  I  decline  to  say, 
House  of  Congress,  House  of  Representatives,  is  it  not,  as  it  is-has 
not,  as  it  has  been,  which  is  not,  which  has  not,  it  is  not,  it  has  not ; 
(line  11)  insurance  company,  news  company,  it  is  said,  it  is  true,  well 
known,  just  as  much  as,  to  the  contrary,  on  the  contrary,  once  in  a 
while ;  (line  12)  party  of  the  first  part,  party  of  the  second  part,  personal 
estate,  real  estate,  Postmaster  General,  President  of  the  United  States, 
promissory  note,  I  am  certain  that,  I  am  sure ;  (line  13)  I  am  quite 
sure,  I  am  not  quite  sure,  and  there  must  be,  and  there  seems  to  be, 
seems  to  be,  seems  to  have  been,  it  must  have  been,  it  seems  to  have 
been,  shall  have  been ;  (line  14)  in  a  short  time,  to  call  your  atten- 
tion, state  of  facts,  state  of  the  case,  state  of  New  York,  state  of  New 
Jersey,  city  of  New  York,  city  of  Chicago,  such  as  are ;  (line  15)  that 
has  been,  there  is  no,  there  is  no  doubt,  there  is  nothing,  there  has 
never  been,  variety  of  causes,  than  it  was,  this  afternoon,  this  even- 
ing, this  forenoon ;  (line  16)  United  States  of  America,  very  great 
extent,  I  am  very  sure,  to  be  obtained,  to  be  borne  in  mind,  where 
do  you  reside,  where  do  you  live;  (line  17)  do  you  have,  do  you 


263 


PLATE  85. 
MISCELLANEOUS  PHRASES. 


.  fV>^ fV^r-\    .. 


rv^rl 

^  <"V"o 

._c_£= 


^ 


\ 


12. 


1.4, 


16. 


\ 


18,. 

m_ 

2.0,. 


"W 


264 

think,  with  all  that,  with  all  their,  yes  or  no,  years  of  age,  years  old, 
your  honor,  have  not  received,  greatly  obliged  ;  (line  18)  we  regret  to 
say,  we  hope  you  may  be  able  to,  you  must  be  aware  that,  you  could 
not  be,  you  cannot  be,  without  which,  that  which,  faster  than  ;  (line 
19)  owner's  risk,  accident  policy,  insurance  policy,  original  applica- 
tion, gross  premium,  settlement  certificate,  mutual  insurance  company ; 
(line  20)  I  beg  leave  to  call  your  attention,  principal  and  interest,  I 
presume  that,  that  you  will  have,  that  you  live,  in  defense,  in  advance. 

EXERCISES  ON  VARIOUS  EXPRESSIONS  OF  R  AND  L. 

SEE  PLATE  No.  86. 

12.  The  Kellys  and  the  Coles,  and  the  Bowers  and  the  Barrows, 
residents  of  Winslow,  had  some  fierce  and  furious  affrays.  Paul 
Kelly  stated  to  Nellie  Myers  that  Polly  Cole  had  gossiped  to  Mr. 
Bowers  about  Mrs.  Barrows.  Mr.  Barrows  called  Bowers  to  account. 
Bowers  said  he  got  the  information  from  Neal  Morris,  Morris  referred 
the  inquiring  Barrows  to  Paul,  who  in  turn  laid  the  blame  on  Polly. 
Then  when  accused  by  Polly,  Neal  denied  any  share  in  the  circula- 
tion of  the  story,  and  accused  Bowers  of  misrepresentation.  Mr. 
Elm  and  Mrs.  Lamb  tried  to  pacify  them,  but  Barrows  insisted  on 
holding  Bowers  accountable.  An  affray  consequently  ensued,  in 
which  Barrows  gave  Bowers  a  black  eye.  Bowers  took  revenge  on 
Paul,  and  Paul  in  turn  abused  Polly,  who  whistled  for  the  police. 
They  were  all  arrested  for  breaking  the  peace,  and  brought  before 
Judge  Riley  by  Officer  Early.  Two  neighbors,  Mr.  Bruce  and  Mr. 
Clay,  were  called  as  witnesses.  The  trial  resulted  in  all  the  partici- 
pants in  the  fracas  being  fined,  Barrows  being  obliged  to  pay  the 
costs.  Upon  leaving  the  court-room,  Mr.  Bowers,  Mr.  Clay,  Neal 
Morris,  Mr.  Elm,  and  Mr.  Bruce  went  to  the  nearest  cafd  to  discuss 
the  affair,  while  Mr.  Barrows,  Mr.  Kelly,  Miss  Cole,  Miss  Myers,  and 
Mrs.  Lamb  wended  their  way  homeward.  As  the  result  of  the  affray 
Bowers  had  a  black  eye,  and  Paul  and  Mr.  Barrows  bruised  faces. 
Mr.  Clay  and  Mr.  Bruce  regret  being  involved  in  the  affair,  as  also 
do  Mrs.  Lamb  and  Mr.  Elm,  but  they  regard  it  as  unavoidable.  A 
few  senseless  neighbors  enjoyed  the  wrangle  immensely,  as  it  fur- 
nished them  abundant  food  for  gossip. 


265 


PLATE  86. 
"VARIOUS  EXPRESSIONS  OF  R  &  L. 


T... 


A. 


v 


^ 

V- 


-r 


V:: 


r 


•Y 


V- 
1 


>  •  ** 

-  - 

1 


..... 


266 

13.  Sentences  Illustrating  Various  Expressions  of  the  "  Lr  "  Syllable. 

— See  plate  86:  1.  Messrs.  Keller,  Schiller,  and  JM aylor,  the  millers, 
have  purchased  a  new  boiler.  2.  Mr.  Roler,  the  tailor,  is  a  dealer  in 
high-class  clothing.  3.  Messrs.  Freeman  and  Forman,  the  jewelers, 
would  have  been  robbed  but  for  the  valor  of  the  night  watchman, 
who  captured  the  thieves  in  the  act  after  a  prolonged  and  desperate 
struggle,  in  which  one  of  them  was  severely  wounded. 

VARIOUS  EXPRESSIONS  OF   THE   ASPIRATE. 

14.  See  plate  87  :  1.  It  was  his  hobby  to  ride  in  a  hack.     2.  The 
hoop  rolled  down  the  hill  until  stopped  by  a  heap  of  ashes.     3.  Mr. 
Dusenheimer,  the  hussar,  fell  from  his  horse  in  front  of  Mr.  Man- 
heim's  house  and  hurt  his  head,     4.  Hiram  and  Homer  carried  home 
the  hamper  of  hominy.     5.  I  can  heave  the  heavy  hinge  further  than 
Harry  Hitchcock.     6.  Hattie's  voice  is  husky.     7.   Mr.  Oppenheimer 
wears  a  silk  hat,  and  heliotrope  in  his  button  hole.     8.  I  don't  care 
a  whit  for  his  wit.     9.  Mr.  Wight  saw  Mr.  White  drinking  wine  ;  yet 
at  the  same  time   he   is  whining  about  his  ill  health.     10.  If  Mrs. 
Hassock  served  less  hash  to  her  hungry  boarders  she  could  justly 
exact  higher  prices.      11.    Harry   Harris  and   Hilda   Harrison   are 
cousins.     12.  Messrs.  Fligenheimer  &  Budenbender  sell  molasses  by 
the  hogshead.     13.   Herbert's   reckless  acts  on  the  horizontal  bar 
horrified  his  sister.     14.  The  horn  of  the  hunter  is  heard  on  the  hill. 
15.  Henry  Hamilton  hitched  the   handsome  horse   in  front  of  my 
house.     16.  I  will  hazard  running  the  hydraulic  engine.     17.  The 
dog  died  of  hydrophobia.     18.  They  were  huddled  together  in   a 
hovel.     19.  It  is  an  historical  fact.     20.  No  humane  person  would 
sanction  such  an  inhuman  act.     21.  Herman  and  Harvey  found  the 
lowlands  unhealthy  in  the  springtime.     22.  The  title  was  hereditary, 
and  those  who  inherited  it  acquired  likewise  many  valuable  heredita- 
ments.    23.  The  horse  was  harnessed  to  a  hansom  cab.     24.  It  was 
a  horrible  accident,  and  the  horror  of  it  made  a  deep  impression  on 
Herbert.     25.  Their  cries  for   help  were  unheard,  and  it  was  only 
after  herculean  efforts  that  they  escaped  with  their  lives.     26.  The 
treatment   seemed  harsh,  but  might  have  been  harsher.     27.  She 
spoke  harshly,  and  her  harshness  was  entirely  uncalled  for. 


267 


PLATE  87. 
VARIOUS  EXPRESSIONS  OF  THE  ASPIRATE. 

A... ^       .2,.  " 


\ 


4,.. 


^...,. 

i  r 


Tl 


. .  

V 


11. 


12. 


\  '^ 


14A 


.15,..^.^]: 


16. 


[_  iv  ^ 

•x 20,. 

i_^_ 


•vc 


21. 


23. 


k. 


..__... 


26,. 


268 


CHAPTER   XVIII. 


INDEX   AND  GENERAL   REVIEW   EXERCISES. 

1.  Following  is  an   index  to  the  most  important   of  the   shorthand 

features.  Under  each  heading  is  a  list  of  words  embodying 
the  special  features  covered  by  such  heading.  Before  beginning 
miscellaneous  dictation,  the  learner's  knowledge  of  rudimentary 
shorthand  should  be  tested  and  strengthened  by  means  of  the 
thorough  review  provided  by  this  index.  The  paragraphs  in 
the  text  referred  to  under  each  heading  of  the  index  should  be 
consulted,  and  then  the  words  under  that  heading  should  be 
carefully  written  (on  the  plan  laid  down  on  page  21),  and  pre- 
sented to  the  teacher  for  criticism.  Each  subject  of  the  index 
should  be  treated  in  this  manner.  This  review  will  be  found 
to  be  invaluable,  and  will  vastly  repay  the  learner  for  all  the 
time  spent  upon  it.  A  teacher  should  not  allow  a  pupil  to 
begin  miscellaneous  dictation  until  he  has  finished  this  test. 

INDEX. 

2.  Nomenclature. — Page  11,  pars.  3  to  5  ;  p.  16,  par.  16;  p.  59,  pars. 

11  to  15;  p.  82,  par.  20;  p.  87,  par.  40;  p.  104,  pars.  15  to 
20;  p.  107,  plate  24  ;  p.  121,  par.  13  ;  p.  127,  par.  23  ;  p.  148, 
pars.  4  and  5;  p.  152,  par.  18  ;  p.  156,  par.  31  ;  p.  181,  par. 
16;  p.  194,  par.  14;  p.  196,  par.  18;  p.  215,  par.  3;  p.  218, 
pars.  12  and  14.  In  this  special  exercise,  after  writing  the  out- 
line of  a  word,  also  write  the  name  of  the  sign,  making  each 
stem  the  basis  of  a  new  name  and  uniting  in  the  name  of  each 
stem  all  the  sounds  expressed  by  its  various  modifications — 
circles,  hooks,  lengthening,  halving,  etc.  For  instance,  the 
outline  for  "  soap  "  is  named  Sep  ;  the  outline  for  "  supper  "  is 
named  Sepr;  "spry,"  Spre;  "pass,"  Pes;  "passes,"  Peses; 
"past,"  Pest;  "pastor,"  Pestr;  "pastry,"  Pes-Tre ;  "thin," 


209 

Then;  "then,"  Dthen  ;  "try,"  Tre  ;  "  tire,"  Tu-Ur ;  "tarry," 
Tu-Ru,  etc.  As  the  vowel  may  be  placed  before  or  after  the 
stem-consonant  sound,  its  order  in  the  name  should  be  made  to 
conform  as  nearly  as  possible  with  the  order  in  the  spoken 
word.  For  example  :  The  name  of  the  sign  for  "  soup  "  would 
be  Sep ;  that  for  "  Spy  "  would  be  Spe,  etc.  Write  :  Sup,  sup- 
per, spry,  pass,  passes,  past,  pastor,  pastry,  thin,  then,  try,  tire, 
tyro,  splice,  supplies,  sprays,  rain,  earn,  clause,  quest,  twist, 
wine,  war,  willow,  honor,  whim,  humor,  pirate,  port,  winter, 
Walter,  fritter,  flatter,  pains,  compose,  composition,  compensa- 
•tion,  strut,  start,  brave,  blown,  balloon,  Bologna,  sense,  sen- 
sation, sanction,  sensational,  lame,  elm,  bush,  bushy,  friend, 
flint,  effort,  offered,  impugned,  mend,  repeal,  Ripley,  reply, 
noon,  anoint,  synonym,  auction,  caution,  store,  story,  stored, 
swear,  sworn,  swerve,  swell,  swine. 

3.  Position.— Page  33,  pars.  23  to  33 ;  p.  43,  pars.  69  to  72 ;  p.  64, 

pars.  5  to  10;  p.  86,  par.  36;  p.  118,  pars.  3  and  4;  p.  176, 
par.  7  ;  p.  236,  pars.  17  and  18.  Write:  Plan,  plant,  statue, 
statute,  state,  note,  notables,  noble,  nobles,  in-your-city,  New- 
York-City,  gasp,  gasped,  author,  throw,  threw,  you-see,  enjoy, 
nudge,  enlarge,  no-joy,  he-is,  he-has,  he-would,  who-would, 
I-will,  he-will,  if-they,  for-them. 

4.  Aspirate. — Page  6,  par,  16 ;  p.  17,  par.  31 ;  p.  48,  pars.  88  and  89; 

p.  106,  par.  25;  p.  161,  par.  46;  p.  199,  par.  26.  Write: 
Hire,  hero,  home,  human,  inhuman,  health,  unhealthy,  hazy, 
house,  hawk,  hug,  hung,  hogshead,  manhood,  halt,  comprehend, 
buttonhole. 

-* 

5.  Primitives  and  Derivatives. — Page  25,  par.  64-^ ;  p.  43,  par.  70 ; 

p.  62,  pars.  24  to  26;  p.  80,  pars.  14  and  15;  p.  86,  pars.  35 
to  38;  p.  92,  par.  45;  p.  127,  par.  24;  p.  128,  par.  30;  p.  136, 
par.  45:  p.  137,  par.  48;  p.  160,  par.  45;  p.  179,  par.  13; 
p.  189,  par.  7;  p.  191,  par.  11 ;  p.  197,  par.  20  ;  p.  202,  par. 
37;  p.  220,  par.  18;  p.  224,  par.  28;  p.  233,  par.  12.  Short- 


270 

hand  rules  generally  apply  to  primitive  words,  the  outlines  of 
which  are  made  the  basis  of  the  derivatives.  The  following 
words  are  presented  as  a  drill  upon  this  thought.  In  each  case, 
first  determine  the  shorthand  outline  of  the  primitive  word 
and  write  it.  Then,  additionally,  write  the  outline  of  the 
derivative — using  the  primitive  form  as  the  basis,  and  allowing 
such  primitive  form  to  retain  its  original  position  with  reference 
to  the  line  of  writing.  To  illustrate :  "  Planter — Plent-3, 
Plent-3-Ur ;  "  unusual  "— Zhu-2,  Un-Zhu-2,  etc.  Write :  Plant- 
er, planted,  plants,  unusual,  notables,  nobles,  central,  centraliza- 
tion, needed,  ended,  handed,  spiritual,  spiritually,  spirituality, 
unsatisfactory,  materialization,  unbalanced,  angelic,  dishonor- 
able, explanatory,  similarly,  diminution,  condemnation,  bor- 
rower, bearer,  brewer,  patentable,  discernible,  uninfluenced, 
disbelief,  dampened,  unseemly,  unsafe,  insolvable,  unsuitable. 

6.  Variation  of  Outline  Influenced  by  Vowel  Relation. — Page  25,  pars. 

61  to  63;  p.  45,  pars.  74  to  90  ;  p.  74,  par.  3;  p.  81,  pars.  16 
to  19 ;  p.  105,  par.  21 ;  p.  118,  par.  2 ;  p.  130,  par.  32 ;  p.  144, 
par.  1 ;  p.  149,  pars.  8  and  9  ;  p.  152,  par.  20 ;  p.  179,  par.  12 ; 
p.  187,  par.  4;  p.  193,  par.  12-£;  p.  215,  par.  5;  p.  229,  pars. 
2  to  5  :  Ark,  rack,  lodge,  allege,  elm,  lame,  impelled,  implied, 
storm,  stream,  bestrew,  boaster,  strut,  start,  jests,  justice,  Sitka, 
stick,  apportion,  apparition,  oppression,  grant,  granite,  imp, 
map,  embers,  embrace,  phenomenon,  phenomena,  grave,  gravy, 
photograph,  photography,  brain,  brainy,  baron,  barony,  froze, 
frowzy,  ferries,  Pharisee,  place,  Plassy,  police,  poles,  policy, 
fish,  fishy,  Ashby,  Shewby,  perfection,  provocation,  special, 
especial,  proofs,  profess,  request,  requisite. 

7.  Variation  of  Outline  Influenced  by  Joining — Page  17,  par.  31  ;  p.  24, 

par.  60  ;  p.  49,  pars.  91  to  98  ;  p.  87,  pars.  38  and  39;  p.  105, 
par.  2W;  p.  126,  p.  128,  pars.  27  to  31 ;  p.  150,  pars.  12  and 
14;  p.  153,  pars.  21  to  24;  p.  156,  par.  30;  p.  158,  pars.  35 
to  44;  p.  179,  pars.  13  and  14;  p.  192,  par.  12-a;  p.  196,  pars. 


271 

19  to  23;  p.  215,  par.  6;  p.  218,  par.  8;  p.  222,  par.  20;  p. 
230,  pars.  6  to  8.  Write :  Lured,  allured,  French,  flinch, 
branch,  plunge,  Denver,  Danish,  quickened,  blackened,  secre- 
tion, seclusion,  picked,  kicked,  locate,  elect,  fatigue,  Monday, 
month,  graphic,  gravity,  nunnery,  ninth,  Lennox,  lunches,  Mon- 
mouth,  manifest,  justify,  vestige. 

8.  Simple  Circles  and  Loops  Contrasted  with  Hook=Circles  and  Loops. — 

Page  83,  par.  22;  p.  152,  par.  ll-b-  p.  153,  par.  21-^;  p.  195, 
par.  17;  p.  198,  par.  21  ;  p.  234,  par.  13.  Write:  Concede, 
consider,  dance,  dancer,  desire,  skins,  screens,  Sarah,  Sahara, 
sorrow,  Soho,  sprays,  sprains,  enjoys,  enjoins,  traces,  trances, 
wrist,  wrinsed,  cleanses,  closes,  disgrace,  disguise,  expensive, 
expressive,  dozings,  dancings,  gossip,  gospel,  whisp,  whisper, 
despise,  disappears. 

9.  Various  Expressions  of  "  N  "  and  «  Shn  "  Contrasted. — Page  87,  pars. 

38  and  39;  p.  154,  par.  23;  p.  198,  par.  22;  p.  217,  pars.  10 
to  13 ;  p.  220,  pars.  17  to  21 ;  p.  222,  pars.  22  and  23 ;  p.  233, 
par.  11.  Write:  Enslave,  unsafe,  encircle,  unseemly,  unsur- 
mountable,  unanswerable,  unstring,  unstable,  frozen,  Fresno, 
reason,  arson,  mason,  Anson,  Lawson,  Allison,  Johnson,  Jen- 
nison,  opposition,  poison  ;  accession,  Casson ;  recession,  reason  ; 
mason,  musician  ;  conversion,  conversation  ;  compassion,  com- 
position ;  mission,  musician ;  succession,  suction. 

10.  "Ed"  Syllable,  Various  Expressions  of. — Page  87,  par.  37;  p.  132, 

pars.  39  and  40;  p.  233,  par.  12.  Write:  Locate,  located; 
elect,  elected ;  excite,  excited ;  befriend,  befriended ;  treat, 
treated  ;  boast,  boasted  ;  flatter,  flattered ;  fritter,  frittered  ; 
scent,  scented ;  sand,  sanded  ;  salt,  salted ;  plot,  plotted  ;  plead, 
pleaded. 

11.  Prefixes — Page  68,  pars.  20  to  23  ;  p.  94,  par.  49  ;  p.  131,  pars. 

36  to  38  ;  p.  164,  par.  52 ;  p.  200,  par.  32.  Write :  Conceive, 
inconceivable,  company,  accompany,  commission,  commotion, 
connected,  consciousness,  self-respect,  self-conceit,  circumvent, 


272 

circumscribe,  interlace,  unlace,  twine,  untwine,  intertwine,  un- 
twined, intertwined,  intercept,  anticipate,  entertain,  interdict, 
introduce,  introduced,  introduction,  magnificence,  magnify, 
magnitude,  magnanimity,  magnesia,  unreconcilable,  in  receipt, 
in  reply,  in  regard,  concomitant,  non-committal,  non-compli- 
ance, non-conformity,  contradict,  countermand,  controversy, 
countermine,  counterplot,  counterbalanced,  controvertible,  un- 
controvertible,  convertible,  unconvertible,  uncontradicted, 
hydrophobia,  hydrography,  hydrogen. 

12.  Suffixes.— Page  68,  pars.  21,  and  24  to  26;  p.  94,  par.  50  ;  p. 

132,  pars.  39  to  41  ;  p.  165,  par.  53 ;  p.  201,  par.  33.  Write: 
Saying,  sayings,  building,  buildings,  findings,  belongings, 
casings,  castings,  having-the,  giving-the,  mockingly,  lovingly 
amazingly,  hoping-you,  yourself,  yourselves,  ourself,  ourselves 
themselves,  thyself,  herself,  himself,  funniest,  finest,  prettiest, 
meanest,  wisest,  laziest,  gravest,  closest,  leanest,  honestly, 
nicely,  twenty,  thirty,  forty,  successful,  attain,  attainable,  ten- 
able, spoonful^  questionable,  objectionable,  insurmountable, 
amenable,  instructive,  corrective,  collective,  commencement, 
resentment,  achievement. 

13.  Consonants  Omitted. — Page  61,  par.  20  ;  p.  63,  par.  1;  p.  94,  par. 

51 ;  p.  138,  par.  50-/;  p.  159,  pars.  38  to  44 ;  p.  163,  pars. 
51-0  and  g;  p.  199,  pars.  26  to  31 ;  p.  223,  par.  24.  Write: 
Mostly,  must-be,  effects,  affects,  purpose,  transfer,  passenger, 
messenger,  stranger,  manager,  trustworthy,  explode,  exclaim, 
extreme,  justification,  specification,  classification,  identical, 
distinction,  sanction,  most-certainly,  book-keeper,  take-care-of, 
for-instance,  forthwith,  henceforth,  thenceforth,  Jefferson,  Jeff- 
ersonville,  investigate,  investigation,  former,  formal. 

14.  Words  Omitted.— Page  111,  par.  35;  p.  163,  par.  51-/;  p.  165, 

par.  54 ;  p.  255,  par.  6.  Write :  Some-of-the,  one-of-the, 
many-of-the,  constitution-of- the -United -States,  all- over- the- 
country,  in-all-parts-of-the-world,  again -and -again,  over-and- 


273 

over,  more-or-less,  sooner-or-later,  once-in-a-while,  in-order-to- 
do-so,  in-regard-to-the,  one-of-them,  some-of-them,  many-of- 
them,  days-of-the-month.  days-of-the-year,  days -of -the -week, 
years-of-age. 

15.  Compound  Words.— Page  68,  par.  19  ;  p.  92,  par.  46;  p.  108,  par. 

31 ;  p.  137,  pars.  47  and  48 ;  p.  161,  par.  49  ;  p.  204,  par.  39. 
Write  :  Anything,  altogether,  although,  anybody,  nobody,  any- 
how, nohow,  somehow,  evermore,  forever,  forevermore,  more- 
over, overwhelm,  underestimate,  understand,  wheresoever, 
whereon,  wherein,  whereof,  wherever,  wherefore,  whereto, 
whereat,  hereon,  herein,  hereafter,  hereunder,  hereinbefore, 
thereon,  therein,  thereof,  thereto,  thereat,  thereafter,  therefore, 
underhanded,  beforehand,  behindhand,  withstand,  withdraw, 
withal. 

16.  Conflicting  Words  Distinguished. — Page  61,  par.  23;  p.  65,  pars.  11 

to  16 ;  p.  85,  par.  32  ;  p.  93,  par.  48 ;  p.  95,  par.  52  ;  p.  109, 
par.  32  ;  p.  118,  pars.  3  and  4  ;  p.  120,  par.  10  ;  p.  124,  par. 
17  ;  p.  126,  par.  21  ;  p.  131,  par.  36  ;  p.  138,  par.  50  ;  p.  158, 
par.  37  ;  p.  159,  par.  42  ;  p.  180,  par.  15  ;  p.  193,  par.  13  ;  p. 
198,  par.  23  ;  p.  220,  par.  18  ;  p.  223*,  par.  25  ;  p.  234,  pars. 
14  to  20  ;  p.  241,  pars.  23,  26,  28,  and  29  ;  p.  253,  par.  5. 
Write :  Bright,  broad ;  possible.,  peaceable  ;  inner,  near ;  any, 
in ;  thorough,  through ;  their,  other ;  pledges,  apologies ; 
poor,  pure ;  market,  marked ;  prosecute,  persecute ;  breath, 
berth ;  turn,  train  ;  propose,  purpose  ;  island,  highland  ;  petrify, 
putrefy ;  petrified,  putrefied  ;  petrifaction,  putrefaction  ;  patron, 
pattern;  prominent,  permanent,  "pre-eminent ;  prompt,  permit, 
promote ;  predict,  protect,  predicate  ;  unavoidable,  inevitable  ; 
violence,  vileness ;  decease,  disease  ;  gentleman,  agent;  Persian, 
Prussian ;  auditor,  editor,  debtor,  daughter  ;  monster,  minister ; 
proffer,  prefer ;  tenable,  attainable ;  idolatry,  adultery ;  in- 
sight, honesty ;  undefined,  indefinite ;  noisy,  uneasy ;  ply, 
apply;  wait,  await;  moral,  immoral;  mortal,  immortal;  mis- 


274 

sion,  emission  ;  motion,  emotion  ;  infectious,  inefficacious ;  res- 
olute, irresolute :  amazing,  amusing ;  adopt,  adapt ;  prove, 
approve ;  choke,  chuck ;  meager,  mediocre. 

17.  Phrases.— Pages  63  to  68  ;  p.   92,  par.  47  ;  p.  108,   par.   30;  p. 

137,  par.  49 ;  p.  161,  pars.  50  and  51  ;  p.  181,  pars.  21  to  24; 
p.  205,  pars.  40  and  41  ;  pp.  253  to  264.  Write :  It  was,  and 
it  was,  and  there  was,  but  there  was,  and  you  may,  but  you 
may,  and  you  should,  but  you  should,  when  he  is,  when  he 
will,  and  he,  and  the,  and  who, .  and  how,  and  to,  and  a-an, 
and  as  to,  and  as  to  the,  on  the,  should  the,  and  I,  and  I  have, 
he  was,  I  was,  if  he  was,  for  he  was,  one  (of)  them,  some  (of) 
them,  many  (of)  them,  I  will  be,  you  will  be,  if  you  will  be,  you 
are,  if  you  are,  for  you  are,  if  you  are  not,  for  you  are  nT>t, 
have  them,  as  the,  is  the,  to  his-us,  of  his-us,  on  his-us,  he  is, 
he  has,  and  is-his,  and  has-as,  such  as-has,  as  much  as,  if  they, 
for  them,  (their-there),  they-are,  there  are,  that  there  was,  there 
ought  to  be,  there  would  be,  there  were  to  be,  I  think,  I  thank, 
during  the,  in  receipt,  in  receipt  of  your  letter,  I  am  in  receipt 
of  your  letter,  in  reply,  in  reply  to  your  letter,  in  regard,  in 
regard  to  the  matter,  in  response,- replying  to  your  letter,  is  to 
be,  has  to  be,  has  been,  who  have  been,  which  have  been,  they 
have  not  been,  it  will  not  be,  they  will  not  be,  we  can,  we  can 
be,  we  cannot,  we  cannot  be,  as  long  as,  as  soon  as,  at  all 
events,  at  any  rate,  some  other  time,  some  time  or  other,  days 
of  the  month,  did  not,  do  not,  had  not,  there  has  been,  there  is 
to  be. 

18.  Different  Expressions  of  "A,"  "  An,"  "  And,"  and  "  The." — Page  65, 

pars.  12  to  16.  Write  :  A  fee,  and  if ;  an  otter,  and  try,  a  tree, 
the  tree ;  for  the  time,  for  a  time,  for  an  item  ;  in  the  yard,  in  a 
yard;  is  a-an,  is  the;  as  a-an,  as  the;  build  a  house,  build  the 
house  ;  an  apple,  a  plow. 


275 


CHAPTER   XIX. 


MISCELLANEOUS    DICTATION. 

The  engraved  notes  of  the  following  articles  should  be  first 
read  and  carefully  copied.  Then  write  from  the  key  into  shorthand, 
verifying  by  comparison  with  the  engraved  notes. 

FROM   "MY   KINDERGARTEN"   BY    R.   BURDETTE. 

SEE  PLATE  No.  88. 

The  child  who  is  born  too  old  is  always  handicapped  in  this  school. 
It  is  a  dangerous  thing  to  know  it  all,  and  all  at  once.  It  is  a  big 
load  to  carry,  and  the  best  way  to  learn  how  to  carry  it  without 
spilling  is  to  load  up  an  ounce  or  two  at  a  time — line  upon  line, 
precept  upon  precept ;  here  a  little  and  there  a  little.  It  is  a  slow 
sort  of  a  way,  and  takes  a  whole  life-time  for  some  pupils ;  but  the 
load  is  put  on  solidly  in  that  way,  and  when  the  pack  is  "  cinched  " 
as  it  should  be,  a  fellow  can  go  to  the  end  of  the  trail  without  losing 
a  pound  of  it — except,  of  course,  that  portion  of  his  load  that  he  un- 
packs and  throws  away  as  fast  as  he  finds  it  to  be  worthless.  That 
is  usually  about  one-half — we  will  say  sometimes  three-fourths  of  it. 
.  .  .  The  school  at  Eden  did  not  last  very  long ;  broke  up  in  a 
little  while.  A  loafer  came  in  from  the  street  one  day  and  made 
trouble.  And  there  has  never  been  a  loafer  in  all  the  world  from 
that  time  to  this  who  was  good  for  anything  else,  or  who  ever  did 
anything  but  make  trouble.  This  beggar  from  the  outside  came  in 
with  a  short-cut  curriculum;  agreed  to  take  the  pupils  and  teach 
them  in  five  minutes  all  they  could  learn  by  the  old-fogy  kindergarten 
methods  in  seventy  years.  Easy  learning,  too ;  easy  as  eating  your 
dinner.  This  caught  the  kindergartners.  Something  easy ! — that 
was  what  they  wanted.  Been  so  ever  since.  "  German  in  six  easy 
lessons  ;  "  "  Violin  without  a  master ; ''  "  Earn  sixty  dollars  and 


276 


PLATE  88. 
FROM  "MY  KINDERGARTEN"  BY  R.BURDETTE. 


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seventy  lollars  per  week  at  home."  Anything  of  that  sort  catches 
the  pupils  every  time.  Works  right  along.  Since  I  have  been  going 
to  school  I  have  seen  hundreds  of  pupils  every  year  drawn  away 
from  the  old  books  by  these  "  short-cuts."  A  fellow  comes  along 
and  says :  "  Can't  remember,  eh  ?  Shouldn't  think  you  could,  the 
way  you  are  trying  to  learn.  Take  you  five,  maybe  ten  years  to 
cultivate  a  memory  at  that  rate.  Now,  for  five  dollars  a  lesson  I  will 
teach  you  a  system  in  five  lessons  by  which  you  can  remember  every 
date  and  important  event,"  etc. 

WHAT  CONSTITUTES  A  TRUE  TEACHER. 
SEE  PLATE  No.  89. 

Extract  from  an  Address  by  Archbishop  Spaulding  of  Peoria  (111.), 
delivered  at  the  Autumn  Convocation  of  the  Chicago  University, 
October  2,  1899 : 

A  university,  I  think,  is  not  so  much  a  place  where  all  that  is 
known  is  taught,  as  a  place  where  noble  and  luminous  minds  create 
an  atmosphere  which  it  is  impossible  to  breathe  and  not  feel  the 
quickening  of  new  and  larger  hopes  and  aims — minds  that  are  less 
concerned  to  impart  information  about  anything  whatever  than  to 
solicit,  call  forth,  sustain,  strengthen,  and  bring  into  act  the  powers 
which  lie  latent  in  the  human  soul,  striving  themselves  day  by  day  to 
become  wiser  and  more  loving  that  with  each  access  of  new  life  they 
may  thrill,  inspire,  and  impel  others  to  generous  and  persevering 
self-activity.  It  is  only  in  a  university  that  such  minds  can  be 
brought  together,  and  they,  be  they  few  or  be  they  many,  are  the  life 
and  essence  of  university  teaching,  for  they  create  an  intellectual  and 
moral  climate  in  which  one  cannot  live  without  imbibing  the  spirit  of 
self-culture. 

The  important  consideration  for  those  who  have  the  will  to  become 
all  that  is  possible  for  them  to  be  is  not  what  they  shall  study,  but 
where  they  shall  find  a  genuine,  vital  man  who  teaches  anything,  who 
while  he  teaches  still  continues  to  learn  and  upbuild  his  own  being. 
The  teacher,  then,  must,  first  of  all,  be  a  real  man.  Scholarship  is 


278 

PLATE  89. 
WHAT  CONSTITUTES  A  TRUE  TEACHER. 


279 

secondary.  The  only  wholesome  influence  which  man  can  have  on 
man  is  exerted  by  his  personality.  It  is  admitted  that  where  obser- 
vation is  possible  we  may  not  rest  content  with  explanation.  Let 
the  pupil  be  brought  face  to  face  with  the  thing  itself  that  he  may 
exercise  his  powers  on  this  and  not  on  words  about  the  thing. 

This  is  the  method  of  all  teaching,  which  is,  never  merely  talk 
about  science  or  philosophy,  or  literature,  but  is  above  all  exemplifi- 
cation, concrete  presentation  of  the  subject ;  and  since  the  highest 
we  know  on  earth  becomes  concrete  only  in  man,  the  first  thing  to  be 
asked  for,  when  there  are  questions  of  a  school  of  whatever  kind,  is 
a  genuine,  noble,  wise,  and  loving  personality.  Neither  a  fund  of 
accurate  and  pertinent  information  nor  the  most  approved  methods 
can  supply  the  essential  pedagogical  requisite — the  awakened  mind, 
the  loving  heart,  the  quick  and  comprehensive  view,  to  which  as  to 
the  eye  of  a  skilful  general  or  physician,  the  exigencies  of  each 
moment  and  situation  are  revealed. 

The  true  teacher  is  at  once  a  leader,  an  inspirer  and  a  healer. 
He  is  neither  a  slave  of  methods  nor  a  victim  of  whims  and  hobbies. 
Let  him  then  be  free,  let  him  be  trusted,  let  him  be  cheered  in  his 
work.  To  make  him  the  slave  of  minute  observances,  the  victim  of 
a  system  of  bureaucratic  regulations,  is  to  render  it  impossible  that 
he  should  find  joy  and  delight  in  his  work.  If  he  is  to  train  his 
pupils  to  a  wise  self-confidence,  without  which  nothing  great  is  ever 
achieved,  he  must  not  be  made  to  feel  that  he  himself  is  unworthy  of 
confidence. 


280 

THE   FUNCTIONS  OF   A  BANK. 
SEE  PLATES  oo,  91,  AND  02. 

There  is  a  common-place  error  which  sets  a  bank  down  as  an  in- 
stitution for  receiving  the  money  of  the  people  and  storing  it  in 
vaults  for  safe  keeping.  If  such  were  the  case  there  would  be  no 
banks,  because  no  bank  could  live  if  it  kept  the  money  of  its  de- 
positors lying  idle  in  its  vaults.  There  are  safe  deposit  companies 
which  have  vaults  for  the  safe-keeping  of  money  and  valuables,  but 
the  owner  has  to  pay  for  all  the  privileges  he  gets  there.  A  bank 
must  loan  out  its  deposits  and  keep  the  money  in  circulation,  and 
therefore,  the  "  strongest "  bank  in  the  world  would  fail,  if  all  its 
depositors  demanded  their  money  at  the  same  time. 

Savings  Banks,  so  popular  in  the  United  States,  are  not  known  in 
many  countries.  A  savings  bank  may  receive  deposits  of  money  for 
safe  keeping,  but  not  with  the  intention  of  storing  them.  The  de- 
positor receives  interest  upon  his  deposit.  If  the  bank  puts  the 
deposit  away  in  a  vault,  how  can  it  afford  to  pay  interest  ?  It  re- 
ceives the  deposit  only  to  pay  it  out  again  at  a  higher  rate  of 
interest  than  it  pays  the  depositor.  It  proceeds  on  this  theory  and 
it  expects  that  the  average  depositor  will  allow  his  deposit  to  remain 
for  a  certain  length  of  time  before  calling  for  it.  It  can  safely  loan 
out  a  large  proportion  of  its  deposits  relying  upon  this  expectation. 
When  there  are  a  large  number  of  depositors  the  bank  will  at  all 
times  have  a  large  amount  of  money  in  its  keeping,  waiting  to  be 
called  for.  While  savings  banks  are  corporations,  regulated  and 
chartered  under  State  laws,  in  their  relations  to  depositors,  they  are 
theoretically  nothing  more  than  firms  or  individuals  receiving  money 
in  trust  and  for  safe  keeping,  to  be  returned  on  demand.  Their  con- 
trol by  the  State  creates  the  confidence  in  their  ability  to  repay,  which 
private  individuals  could  not  command.  The  first  London  bankers 
were  private  individuals  performing  the  functions  of  savings  banks. 
In  those  times  law  and  order  were  not  universally  prevalent.  Thieving 
and  armed  robbery  were  common.  The  Lombard  street  merchants 
were  mostly  jewelers  who  had  strongly  fortified  places  of  business 


281 


PLATE  90. 
THE  FUNCTIONS  OF  A  BANK. 


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282 

and  maintained  armed  guards.  People  who  had  no  such  places  of 
security  were  wont  to  take  their  valuables  there  for  safe  keeping. 
The  goldsmiths  gave  receipts  for  the  property  deposited,  whether  of 
money  or  valuables.  These  receipts  finally  became  negotiable  by 
endorsement.  They  were  the  forerunner  of  the  bank  note  of  our  day. 

Banks  of  Deposit,  or  discount  banks,  as  they  are  sometimes  called, 
are  distinguished  from  savings  banks  chiefly  by  the  fact  that  they 
allow  no  interest  on  general  deposits  subject  to  check.  They  are 
called  discount  banks  because  they  buy  or  discount  commercial 
paper,  a  proceeding  which  savings  banks  are  not  usually  allowed  to 
do,  by  law.  These  banks  receive  very  little  money.  Instead  of 
money,  they  receive  checks,  promissory  notes,  bills  of  exchange,  and 
warehouse  receipts.  They  receive  evidences  of  debt,  titles  to  money, 
and  claims  upon  other  banks  and  other  people.  Sir  John  Lubbock, 
who  was  connected  with  a  London  Bank,  made  a  computation  of  the 
amount  of  money  and  of  the  amount  of  commercial  paper  actually 
paid  into  the  bank  during  a  given  time. 

He  found  that  out  of  a  total  sum  of  nineteen  million  pounds 
sterling,  paid  into  the  bank,  only  one-half  of  one  per  cent,  was  in 
coin,  and  there  was  only  three  per  cent,  of  coin  and  bank  notes 
together.  Ninety-seven  per  cent,  was  composed  of  checks,  bills,  and 
various  forms  of  commercial  paper.  The  function  of  the  bank  is  not 
simply  the  collection  of  this  paper  by  presenting  it  to  the  debtor,  re- 
ceiving the  money  and  returning  it  to  the  creditor.  A  bank  is  not  a 
collector.  In  fact,  banks  do  not  care  to  receive  money.  They  pre- 
fer to  receive  good  commercial  paper,  because  experience  tells  them 
that  the  money  due  from  them,  upon  the  paper,  will  not  be  called  for 
by  their  customers  for  some  time.  Until  it  is  called  for  they  may 
loan  it  to  others  for  a  consideration  in  the  shape  of  interest.  They 
do  not  know  how  long  any  particular  customer  will  leave  his  account 
with  them,  but  experience  has  demonstrated  the  general  average,  and 
therefore  they  know  the  percentage  of  deposits  which  they  can  safely 
loan.  A  large  portion  of  the  business  of  a  modern  bank  and  a  most 
profitable  part  of  the  business,  is  the  discounting  of  promissory  notes. 


283 

PLATE  91. 
THE  FUNCTIONS  OF  A  BANK   (CONTINUED.) 


-* vr- t- 


284 

A  customer  of  the  bank  receives  from  a  debtor  a  promissory  note 
payable  in  three  months,  we  will  say.  The  customer  has  immediate 
use  for  the  amount  of  the  note.  He  takes  it  to  his  bank  where  the 
amount  of  the  note  is  placed  to  his  credit,  or  paid  to  him,  less  a 
certain  percentage  which  is  agreed  upon  as  discount.  The  bank 
makes  by  the  transaction  the  amount  of  this  discount.  In  this  way 
it  has  loaned  the  money  of  its  depositors. 

The  Clearing  House. — In  the  course  of  a  day's  business  a  bank  re- 
ceives many  checks  and  drafts  on  the  various  other  banks  in  the 
same  city,  and  upon  other  banks  in  different  parts  of  the  country. 
It  pays  to  its  customers  or  credits  them  with  the  amounts  of  these 
checks  and  drafts.  It  is  bound  to  present  them  at  the  place  of  pay- 
ment and  get  the  money  due  on  them.  There  was  a  time  when  it 
would  send  a  messenger  or  officer,  daily,  to  each  of  the  other  banks 
in  the  city  with  its  checks  and  drafts  for  collection.  In  the  smaller 
towns  that  practise  may  still  be  followed.  The  larger  cities  have  a 
clearing  house.  It  is  an  institution  under  the  management  of  all  the 
banks  of  the  city — all  having  a  voice  in  the  choice  of  manager.  A 
room  is  secured  for  the  common  business,  and  each  bank  has  a 
representative  there.  The  representative  receives  from  his  bank  all 
the  paper  which  has  come  in  during  the  previous  business  day.  He 
presents  to  the  representatives  of  the  other  banks  the  checks  which 
he  holds  against  them.  To  illustrate,  the  Bank  of  Columbia  has 
checks  and  drafts  aggregating  $10,000  against  the  Empire  Bank; 
but  the  Empire  Bank  has  checks  and  drafts  against  the  Bank  of  Co- 
lumbia aggregating  $9000.  The  Empire  Bank,  therefore,  owes  the 
Bank  of  Columbia  $1000.  The  Bank  of  Columbia  receives  a  ticket 
from  the  clearing  house  manager  certifying  to  this  fact.  This  ticket 
may  be  passed  into  the  assets  of  the  Bank  of  Columbia  as  so  much 
cash,  or  it  may  be  paid  in  cash  by  the  Empire  Bank.  Without  the 
aid  of  the  clearing  house  it  would  have  been  necessary  for  an  officer 
of  the  Empire  Bank  to  go  to  the  Bank  of  Columbia  and  draw  $9000, 
and  an  officer  of  the  Bank  of  Columbia  must  have  gone  to  the  Em- 
pire Bank  to  get  $10,000.  By  using  the  clearing  house,  the  differ- 


285 


PLATE  92. 
THE  FUNCTIONS  OF  A  BANK.  (CONCLUDED.) 


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286 

enCe  of  $1000,  only,  is  handled  in  cash.  The  clearing  house  then  is 
simply  an  institution  by  which  the  banks  adjust  the  accounts  between 
themselves.  They  pay  each  other  merely  the  difference  of  their 
accounts,  and  thus  avoid  the  labor  of  handling  the  actual  amounts  to 
which  they  are  entitled  from  each  other. — From  Williams  and  Rogers 
"Descriptive  Economics" 


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